Then and Now: the Changing Paradigms of Special Education Assessments

1637 Words Jan 17th, 2013 7 Pages

Then and Now: The Changing Paradigms of Special Education Assessments
Michelle Walker
Grand Canyon University:
September 12, 2012

Then and Now: The Changing Paradigms of Special Education Assessments All school aged children who are currently enrolled among the many school districts and systems ranging from, ages 3 to 21, have been provided with an enormous opportunity to have rights, which ensure these children to receive a Free and Appropriate Public Education (FAPE) throughout the United States. We as a society have acknowledged that the many children having an intellectual disability require special education services such as, Individual Education Plans (IEPs),
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However, the assessments for these preschoolers, infants and toddlers were not correct or appropriate because of the instruments that were used to diagnose these children were not accurate. Furthermore, the person conducting the assessments was considered to be a stranger to these children and this would have the children feeling uncomfortable while being assessed. On the other hand these children were not identified clearly but were however, accepted into the earlier programs for special educational services. Situations like these have paved the way for the laws of IDEA, 2004, so that these federal mandates would form and shape the special educational services to make the determinations for any and all requirements of children having special needs. IDEA, 2004 has set guidelines and requirements that were mandated to determine the eligibility of children having special needs. The requirements of having a present disability before any services would be rendered with the required usage of the appropriate and proper instruments for diagnosing and procedures for children with special needs (IDEA, 2004). Neglecting the promises of the Brown v. Board of Education, the segregation is active and symptomless in current school
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