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New directions in assessment for students with disabilities
Cathy F. Telzrow1, Kathy McNamara
1Kent State University, Department of Educational Foundations and Special Services, Kent State University, 405 White Hall, Kent, OH 44242, USA. Tel.: +1 330 672 0606; Fax: +1 330 672 2512;
Work (Reading, Mass.)
|November 21, 2002
Summary
The Individuals with Disabilities Education Act (IDEA) 97 amendments emphasize parental involvement, accountability, and improved assessment technologies for students with disabilities, ensuring data-based progress evaluation.
Area of Science:
- Special Education
- Educational Psychology
- Assessment Technology
Background:
- Recent trends in American education include greater parental involvement, a focus on accountability and student outcomes, and advancements in assessment technologies.
- These trends influenced the 1997 Amendments to the Individuals with Disabilities Education Act (IDEA).
Purpose of the Study:
- To review the assessment provisions within IDEA 97.
- To describe assessment characteristics and methods aligned with IDEA 97 requirements.
Main Methods:
- Review of relevant assessment provisions in IDEA 97.
- Description of assessment characteristics and methods consistent with IDEA 97.
Main Results:
- IDEA 97 mandates parental participation in evaluations and eligibility decisions.
- Students with disabilities must participate in statewide assessments.
- Assessments must possess treatment utility and support data-based evaluation of student progress.
Conclusions:
- IDEA 97 integrates key educational influences into its assessment framework.
- Recommended assessment methods include problem-solving, functional behavioral assessment, and direct approaches like naturalistic observation and self-monitoring.