Running head: NONDISCRIMINATORY EVALUATION
             Guidelines to a Nondiscriminatory Evaluation
             To 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.
             In order to narrow the playing field from all students to those students needing extra attention, educators must first begin screening all students. Screening involves various tests performed in the classroom on an ongoing basis. These tests measure the child's group intelligence and personal achievement. These tests can be scored quickly and given to multiple students at the same time. Screening tests also include hearing and vision tests given by the school's nurse. Through screening, educators are able to move their focus to those who may struggle academically or socially. Screening alone will not diagnose a child with special needs, but it is a good way of eliminating those
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