ECSE Assessment of Infants and Young Children with Disabilities This session will cover: Legal Foundations ECSE/EI Eligibility Requirements Purpose of Evaluation and Assessment DEC Recommended Practices 1/22/2015Dr. Y. Xu1

Influences on Current Special Education Practices Civil Rights Laws 1954 Brown v. Board of Education decision, the U.S. Supreme Court ruled that it was unlawful under the Fourteenth Amendment to arbitrarily discriminate against any group of people. The Court then applied this concept to the education of children, ruling that a separate education for African American students could not be an equal education. --“Separate is inherently unequal” --It has become the cornerstone for ensuring equal rights for students with disabilities. 1/22/2015Dr. Y. Xu2

Influences on Current Special Education Practices Civil Rights Laws Section 504 of the Vocational Rehabilitation Act of It is a civil rights law that prevents discrimination against all individuals with disabilities in programs that receive federal funds, as do all public schools. Section 504 ensures that equal opportunity for participation in the full range of school activities. Some children that may not be eligible for services through special education may be entitled to receive accommodations under Section 504 (e.g., ADHD, ADD, Asthma). 1/22/2015Dr. Y. Xu3

Influences on Current Special Education Practices Civil Rights Laws Americans with Disabilities Act (ADA) --ADA was signed by President Bush in July This civil rights law is based on the Vocational Rehabilitation Act of 1973, however, it further extends the rights of people with disabilities. This law protects all individuals with disabilities from discrimination and also ensures that buildings, transportation, and other public places are accessible to people with disabilities. 1/22/2015Dr. Y. Xu4

Influences on Current Special Education Practices Federal Education Laws P.L , 1975, Education for the Handicapped Act (EHA) ◦ Free Appropriate Public Education (FAPE) ◦ Least Restrictive Environment (LRE) ◦ Individualized Education Program (IEP) ◦ Nondiscriminatory Evaluation ◦ Due Process ◦ Zero Reject/Child Find 1/22/2015Dr. Y. Xu5

Influences on Current Special Education Practices Federal Education Laws P.L , This act that amended P.L established Part H, which deals with programs and services for infants and toddlers with disabilities and their families (birth through 3 years of age). --The focus of services is on the entire family. --Rather than an IEP, this age group has an Individualized Family Services Plan (IFSP). --An IFSP may spell out assistance for parents in addition to the child. 1/22/2015Dr. Y. Xu6

Influences on Current Special Education Practices Federal Education Laws P.L , 1990, IDEA --P.L is the reauthorization of P.L It also changed the name to the Individuals with Disabilities Education Act (IDEA) to reflect more “person-first” language. --The term “handicapped” was removed from the law and the preferred term “disability” was substituted. --Case Manager was changed to Case Coordinator --Now emphasized Concerns, Priorities, and Resources (CPRs)-- (previously only strengths and needs) --Included transitional and assistive technology as related services 1/22/2015Dr. Y. Xu7

Influences on Current Special Education Practices Federal Education Laws Key Additions Mandated by IDEA, Transition services --Early Childhood Education --Severe Disabilities --Emotional Disturbance --New Categories of Disabilities 1/22/2015Dr. Y. Xu8

Influences on Current Special Education Practices Federal Education Laws P.L , 1997, IDEA -- P.L was signed into law in June 1997 by President Clinton. --One of the most important new provisions added was that the law recognized that most students with disabilities spend all or most of their school time in general education settings and so it included a provision that a general classroom teacher become a member of the team for IEP. 1/22/2015Dr. Y. Xu9

Influences on Current Special Education Practices Federal Education Laws Key Additions Mandated by P.L General education teacher roles and responsibilities --Evaluation and eligibility --Assessment of students --Transitions --Discipline --Paraprofessionals --Mediation 1/22/2015Dr. Y. Xu10

Influences on Current Special Education Practices Federal Education Laws P.L , 2004, IDEA (IDEIA)  The word “improvement” was inserted: “Individuals with Disabilities Education Improvement Act”  However, the law is still referred to as IDEA. 1/22/2015Dr. Y. Xu11

Influences on Current Special Education Practices Federal Education Laws Significant changes in IDEA 2004  A requirement that special education teachers meet the “highly qualified” mandate introduced in the No Child Left Behind Act (NCLB; 2001). 1/22/2015Dr. Y. Xu12

Influences on Current Special Education Practices Federal Education Laws Significant changes in IDEA 2004 ◦ To be highly qualified,  All special education teachers must be highly qualified under the NCLB definition; also, special education teachers must have a state special education certification; not hold an emergency, temporary, or provisional certification; and have at least a bachelor’s degree.  Special education teachers who teach content courses and are the teachers of record for those courses must meet the NCLB highly qualified requirements. (Smith, 2005) 1/22/2015Dr. Y. Xu13

Influences on Current Special Education Practices Federal Education Laws Significant changes in IDEA 2004 ◦ Deleting the requirement that IEPs include short-term objectives, except for students who are assessed using alternative assessment procedures that are aligned with alternate achievement standards (Smith, Polloway, Patton, & Dowdy, 2006). 1/22/2015Dr. Y. Xu14

Influences on Current Special Education Practices  Major changes of IDEA 2004 (P.L ) applying to infants and young children with disabilities  Part C service coordinator participating in IEP meetings for transition from Part C to Part B services  Parents’ option of continuing Part C EI services until kindergarten  IFSP materials to be considered for IEP development  Minor changes in the child’s IEP could be made upon the agreement between parents and the teacher without reconvening the IEP team  Requiring quarterly reports to parent on the child’s progress and how that progress is being measured 1/22/2015Dr. Y. Xu15

ECSE/EI Eligibility Requirements Part C of P.L Birth to 3 years experiencing delay in one or more of the following areas: cognitive development, physical development (including vision and hearing), communication development (language and speech), social/emotional development (psychosocial), and adaptive development (self-help skills). (A child with a delay) 1/22/2015Dr. Y. Xu16

ECSE/EI Eligibility Requirements --Birth to 3 years with a diagnosed physical or mental condition that has a high probability of resulting in developmental delay. (A child who is high-risk for delay) 1/22/2015Dr. Y. Xu17

ECSE/EI Eligibility Requirements --At a State’s discretion, infants or toddlers who are at-risk for developmental delay. (A child who is at-risk for delay) 1/22/2015Dr. Y. Xu18

ECSE/EI Eligibility Requirements Part B of P.L Children 3 years to 21 years who have been evaluated as having one of 13 different disabilities and, because of the disability, need special education and related services. 1/22/2015Dr. Y. Xu19

ECSE/EI Eligibility Requirements --The 13 IDEA categories include: - Autism -Deaf-blindness -Deafness -Emotional disturbance -Hearing impairment -Intellectual Disability (Mental Retardation) -Multiple disabilities -Orthopedic impairment -Other health impairments -Specific learning disability -Speech or language impairment -Traumatic brain injury -Visual impairment including blindness 1/22/2015Dr. Y. Xu20

Term Definitions Evaluation vs. Assessment: ◦ The term evaluation refers to the procedures used to determine eligibility. ◦ The Term assessment refers to the procedures used to identify the needs in each developmental area or in each curriculum domain, e.g., the procedures leading to the development and periodic review of the Individualized Family Services Plan (IFSP). 1/22/2015Dr. Y. Xu21

Term Definitions Identification: A three-step process that is designed to discover children in need of service: 1. Locating children. 2. Screening or the process of quickly testing to identify those who appear to be eligible so that a full diagnosis can be performed. 3. Diagnosis, a term that refers to evaluation and assessment together, that yields both categorization of problem and targets for remediation. 1/22/2015Dr. Y. Xu22

Part C of P.L Under Part C Assessment means the ongoing procedures used by appropriately trained personnel throughout the period of the child’s eligibility to identify: 1. The child’s unique needs. 2. The family’s Concerns, Priorities, and Resources related to the child’s development. 3. The nature and extent of early intervention services needed by the child and the child’s family. 1/22/2015Dr. Y. Xu23

Part C of P.L In Part C, both evaluation and assessment must be focused upon: 1. Cognitive development 2. Physical development, including vision and hearing 3. Communication development (language and speech) 4. Social or emotional development 5. Adaptive development 1/22/2015Dr. Y. Xu24

Part C of P.L Family Assessment (CPR) must be: 1. Voluntary 2. Conducted by personnel trained to utilize appropriate methods and procedures 3. Based on information provided by the family through a personal interview 1/22/2015Dr. Y. Xu25

Part C of P.L All Part C evaluation and assessment materials and procedures must be: 1. Administered in the native language of parents if at all possible; 2. Selected and administered so as not to be racially or culturally discriminatory 3. Based upon multiple criteria for determination of eligibility 1/22/2015Dr. Y. Xu26

Part B of P.L Before any action is taken with respect to the initial placement a full and individual evaluation (and assessment of the child’s educational needs) must be conducted. Tests and other materials must be: 1. Administered in the child’s native language; 2. Validated for the specific purposes for which they are used; 3. Administered by trained personnel; 4. Specific to suspected areas of need 1/22/2015Dr. Y. Xu27

Part B of P.L The evaluation must be made by qualified professionals and the parent of the child to determine if the child is eligible. A child may not be determined to be eligible if the disability results from lack of instruction in math or reading or limited English proficiency. 1/22/2015Dr. Y. Xu28

Purpose of Evaluation & Assessment To determine eligibility To enhance communication by creating intervening variables For administrative planning 1. Personnel $$ 2. Space /Location $$ 3. Materials 4. Transportation $$ 5. Program options 6. Curricula/Strategies 1/22/2015Dr. Y. Xu29

Purpose of Evaluation & Assessment To directly benefit the child 1. Determination of content: What to teach? 2. Determination of sequence: Where to start and where to go next? 3. Determination of strategies: How to teach? To evaluate program effectiveness 1. Summative evaluation: testing for change after a lengthy period of instruction 2. Formative evaluation: testing for change during instruction 1/22/2015Dr. Y. Xu30

DEC Recommended Practices Recommended Practices are based on both scientific evidence and experiential knowledge The purpose of the DEC Recommended Practices is to highlight those practices specifically known to promote the outcomes of young children who have or are at risk for developmental delays/disabilities and to support their families in accordance with the DEC/NAEYC position statement on early childhood inclusion (DEC Recommended Practices, 2014). 1/22/2015Dr. Y. Xu31

DEC Recommended Practices DEC recommended eleven assessment practices to guide practitioners (DEC Recommended Practices)DEC Recommended Practices 1/22/2015Dr. Y. Xu32