Guidelines to a Nondiscriminatory Evaluation
Running head: NONDISCRIMINATORY EVALUATIONGuidelines to a Nondiscriminatory EvaluationTo layout the procedures that effect the nondiscriminatory evaluation process, this paper will attempt to breakdown the various steps involved in making a determination. It will focus on screening, prereferral, referral, and the formal nondiscriminatory evaluation. The paper will discuss different tests and procedures to illustrate each step. It will also reinforce that all steps are necessary to ensure that proper attention is given to all students.There are two reasons for having a nondiscriminatory evaluation as it applies to implementing IDEA. They "are to determine whether a student has a disability and decide the nature of the special education and related services the student needs" (Turnbull, 20002, p. 43). The process of a nondiscriminatory evaluation generally encompasses 4 steps: screening, prereferral, referral, and nondiscriminatory evaluation procedures. Only the last is required by IDEA, but in most teaching circles the first three are used as a way of focusing the range of students to those who need the help.
The parents combined with professional collaboration will hopefully ensure that even more children are not misdiagnosed, since 75% of all those formally evaluated are found to have special needs. These tests measure the child's group intelligence and personal achievement. The special services team will siphon through the facts of the referral and any accompanying documents. Everything outlined in this paper may seem like an abundance of trouble to go through to place a child in an appropriate learning environment, but it is all necessary to ensure that no one is left behind. It is very concise and complex in the procedures an evaluation team must follow. Screening involves various tests performed in the classroom on an ongoing basis. Norm-referenced tests compare the student to fellow classmates to determine if the student has fallen behind in any particular skill. "The colleagues from whom they seek help often are members of the school's evaluation team: special and general educators, school psychologists, guidance counselors, school nurses, or related services providers" (Turnbull, 20002, p. The parents can provide valuable information about family history, stories, and experiences that tests can not measure. The parents can request that the child and/or an expert also be present. A team must contain but not limited to the students parents, a teacher of the student, a special education teacher, a representative of school who knows about unique needs, and a person who can interpret results of tests. No matter which test is being administered, the team must ensure they are not culturally or linguistically biased. Norm-referenced tests are standardized and must be reliable and valid.
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