Appropriate Evaluation
The assessment/evaluation process answers the who, what, and where questions in special education. That is, the primary purpose of the process are to answer:
IDEA requires that a child suspected of having a disability receive an appropriate evaluation:
IDEA requires that before a student is placed in a special education program, he/she must be evaluated of assessed to determine:
- who should receive special education services
- what instructional services and monitoring a student will need to confer meaningful educational benefit
- where the student's special education services can be most effectively delivered
- Evaluations must include the suspected areas of need and be used directly assist the team in determining the student's educational needs.
- Schools must obtain parental/guardian consent for the initial assessment or for any reevaluations.
- Schools must include parents in the initial assessment process.
- Schools are required to use a variety of assessments to gather information. A variety of assessment will give a more holistic view of the students needs.
- Tests must be administered in the student's native language.
- Tests must be nondiscriminatory.
- Tests must be administered by a trained professional.
IDEA requires that a child suspected of having a disability receive an appropriate evaluation:
- In all areas of the suspected disability
- By a team on evaluators knowledgeable and trained in the use of the tests and other evaluation materials they use
- Employing a variety of sound educational materials and procedures selected and administered to as not be racially or culturally discriminatory
- Without subjecting a child to unnecessary tests and assessments
- Including the gathering of relevant information from a variety of sources
- Based on information that is useful instructionally in planning for the child;s education
- An appropriate evaluation provides information to be used to determine the child;s eligibility for special education and related services and the educational needs of the child.
- An appropriate evaluations applies to the child suspected of having a disability, the parents/legal guardian of the child, and the multidisciplinary team (MDT) comprised of an administrator, special education teacher, regular education teacher, and a school psychologist.
IDEA requires that before a student is placed in a special education program, he/she must be evaluated of assessed to determine:
- Whether the student has an IDEA disability
- If the student requires special education and related services of his or her disability
- The nature and extent of the student's academic and functional needs that will be addressed in the individualized education program.
- In the whole process of receiving services through IDEA, an appropriate evaluation is the first step in establishing that a student has access to FAPE. An appropriate evaluation leads to the placement in an environment that is least restrictive in order to give the child the most beneficial education. Following the evaluation, a team of professionals and family meet to develop the IEP. This powerful document clarifies specific goals and services that provide FAPE. During the evaluation process, procedural safeguards are implemented in order to protect those who have the child's best interests at heart. Written into the safeguards are the parent's rights to be notified of any intent a evaluation. Parents/guardians need to consent in order for the process to proceed. All of the six principles are interrelated. The structure and organization of the law helps keep all aspects of the law in check with one another.