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Takeaway #1: MISIDENTIFICATION MAKES A DIFFERENCE. IDEA regulations made significant steps toward addressing problems with inappropriate identification and disproportionate representation by race and ethnicity of children with disabilities. An added provision required states to review data to examine for over- and under-identification of students across all races and ethnicities.
What does this mean for you? ASHA members must ensure that their assessment interpretations are valid for their students. Traditional interpretations of standardized test scores may not be valid for students who are exposed to additional languages and some varieties of American English. Standard scores may not be reported for students who were not included in the sampling norm. Check out Phonemic Inventories and Cultural and Linguistic Information Across Languages for more information.
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Takeaway#2: EARLY IDENTIFICATION WORKS. If significant dis-proportionality is determined, the state will not only be required to review and revise policies, procedures, and practices, but it will also require the local education agency (LEA) to reserve the maximum amount of funds to provide early intervening services.
What does this mean for you? More resources toward early intervention programs. Research has shown that early intervening strategies assist in reducing the number of inappropriate referrals to special education. Mandating that funds are to be used for early intervening services is an excellent strategy for states with this problem.
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Takeaway #3: RESULTS MATTER. An addition to the final regulations on evaluation procedures requires that assessment and other evaluation materials be administered "in the form most likely to yield accurate information on what the child knows and can do academically, developmentally, and functionally."
What does this mean for you? In a word, FLEXIBILITY. The "form" that the assessment takes—that is, the administration and assessment method that you think will likely yield the best results—will vary. Also, this language (that was added to the final regulations) emphasizes that it's OK to vary the format of your assessment, when necessary, in order to appropriately evaluate a student.
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Takeaway #4: IT'S IMPORTANT TO EVALUATE THE INDIVIDUAL. The regulations emphasize the use of nonstandardized testing procedures—such as portfolio assessments or spontaneous language samples—which can provide valuable qualitative information on the child's communication skills.
What does this mean for you? Don't hesitate to dig deeper to provide the best care. For example, carefully review a child's communication profile to determine the language(s) of assessment. Based on the communication profile, use all available resources—including interpreters when necessary—to appropriately evaluate the child. Check out Collaborating With Interpreters, Transliterators, and Translators for additional information.
ASHA has a number of resources on its website that go into more detail on IDEA Part B regulations and service delivery to culturally and linguistically diverse populations.
