EDSN 640 (1)

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Sociology

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Feb 20, 2024

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Vivica Sanchez Professor Wellner EDSN 640 08 February,2024 Module 2:Special Ed Assessment The main purpose of The Family Educational Right and Privacy Act is to protect the child's records from being shared to unauthorized persons. The ESSA , Every Student Succeeds Act is requiring every state to measure performance in reading, math , and science . Assessments are used to determine the following things screen decisions which is when technology is used to determine unrecognizable disabilities that are not visible to the eye. Second is progress monitoring decisions , decisions made over time, instructional planning decisions , these are decisions based on changing the type of instruction or how it is taught. The fourth thing is resource allocation decisions, deciding where resources go is important.Eligibility decisions, program evaluation decisions, and last accountability decisions. Based on my own experience assessments play a large role in pre-referral, eligibility, and reevaluation. Assessments are used as formal tools to use as evidence for a pre-referral. They are put into a folder to build up on a student. When a student is not performing well in your class academically or struggling emotionally and socially. For example they are writing letters and numbers backwards or they have a difficult time reading text because of this as an educator you could assume that child could be dyslexic but would still need the referral for the evaluation. Even after the child is evaluated and they are deemed eligible every year there needs to be a reevaluation to see what the child needs and how to adjust their goals. In the first chapter of the testbook on the first stanza it states "Assessments also help determine individual student's strengths and needs, assist in setting goals, and guide instruction".(Cohen & Spenciner, 2015.pg.2). Assessments give insight to what a student does need in school to be successful.In the second reading it states "Eligibility decisions involve the collection and use of assessment information to decide whether a student meets the state criteria for a disability condition and needs special education services to be successful in school (Salvia, Ysseldike, & Witmer, 2017,pg.18). This is a long process that takes a village to be successful. Colleagues , parents, and administration all have to come together to make these plans work. Advocating and being insubordinate can be a fine line. Being an advocate for special needs children is important. An advocate is someone who stands up for the child and their needs. It could be a series of things such as modifications, modifications are changes in how something is taught or how it is taught to a student. This can be done through their IEPs or 504 plans; it could be accommodations as well. Accommodations go further than modifications accommodations can be the type of environment , curriculum the child receives , or the equipment they may need in their classes. Alternate assessment options is also something teachers can be advocates for. Being insubordinate is going against administrations wishes such as a child's class placement, types of accommodations they feel the child may need, publicly speaking out against colleagues when you can't come to a mutual decision on a child's accommodations. If I was Jane I would have approached the situation in a different way. I do believe that both Claudia and Hal decision wasn't correct on keeping Jane out of the meeting. The child's needs should always come first regardless if it goes against budget, school resources, teachers skill sets. If the child needs to be in APE then that is what he should receive. The IDEA

act, which stands for the Individuals with Disabilities Education Act, made a free public education available to any person with a disability , throughout the country for it to be fair and equal as well as allow students to receive all of the services they need. If there needs to be a change made to his IEP then the process needs to be followed. I feel Jane could of handled it better and met with her concerns about the student since she known him the longest in private prior to the meeting with the parents. She could of gathered evidence to help support her argument to persuade them into taking her side. In the article Fighting the Good Fight: How to Advocate for your Students Without Losing Your Job it states "t he key to getting your colleagues to provide the support and assistance that your students require can be summed up in one solitary word: PERSUASION!"(Lavoie,2008). Disability Categories 1. Specific Learning Disability 2. Speech or language Impairment 3. Other Health Impairment 4. Autism 5. Developmental Delays 6. Intellectual Disability 7. Emotional Disturbance 8. Multiple Disabilities 9. Hearing Impairments 10. Orthopedic Impairment 1.What is the best way to approach a disagreement with a colleague or administrator ? 2. What will be the next step you would take if a student doesn't get approved for services but you feel it wasn't the right decision ? Citations - Cohen, L. G. & Spenciner, L. J. (2015). Assessment of children with special needs (5th ed.). Saddle River, NJ: Pearson. - Salvia, J., Ysseldyke, J. E., & Witmer, S. (2017) - Clearinghouse for Special Education Teaching Cases (n.d.). Difference of opinion. University of South Florida . - Lavoie, R. (2008, March). Fighting the good fight: how to advocate for your students without losing your job. LD online .

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