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IDEA Continued: Assessment & Communication

How assessment should be conducted 

    • There must be multiple assessments.
      • Assessments also should not all occur on the same day.
    • Assessments should address if the child is typical or atypical in:
      • General functioning
      • Academic functioning
      • Development
    • Assessment should include information from the child’s parents.
    • Requests for Assessments can be requested from the parent and educational agencies.
    • Selected Assessments should not be biased in race or culture.
    • Assessments should be accurate measures of the disability and should have consistent results.
    • If possible, they should be presented in the language that best fits the child’s knowledge.
    • Those conducting the test should be qualified to do so. 

    Communication requirements between parents and educators

    • Educators must receive permission from the parents before conducting evaluations and reevaluations.
      • If the school can show that they have made effort to obtain consent and the parent chose not to reply, they can continue with evaluation.
    • If there is not a consensus on evaluation, due process procedures should be followed.  For more information about due process, see Principal 5.
    • Educators have the responsibility to fully inform the parents of the following
      • Principal 5 rights
      • What the school will and will not do for the child
      • What evaluations were conducted
      • How to get the procedural safeguards
      • What to do if the procedural safeguards are not understood
      • Details on the options that the child has
      • Why the educators made the decisions they did
    • Educators must get individual consent for changes in special education placement
    • Educators must give parents a copy of what established the need for special education.