SPECIAL EDUCATION ASSESSMENT

Special Education Assessment



Then and Now: The Changing Paradigms of Special Education Assessment

Introduction

Special education can be viewed before landmark federal legislation Public Law (Pub. L. No.) 94-142, the Education for All Handicapped Children Act passed in 1975 and after this local law got enacted. Influenced by the civil rights movement, and by the U.S. Supreme Court's 1954 Brown v. Board of Education ruling that segregated education is not equal, Pub. L. No. 94-142 provided that “special classes, separate schools, or other removal of handicapped children from the regular education environment occurs only when the nature or severity of the handicap is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorily.”

The term least restrictive environment (LRE) emerged from this legislation, meaning all students with disabilities must be educated in as normal an environment as possible (Kauffman & Hallahan, 2004). In addition to the provision of least restrictive environment, the 1975 legislation provided for free, appropriate public education for “handicapped” students ages 3 to 21, individualized education programs (IEPs), due process protections, and protection in evaluation procedures. At the beginning, of the 20th century when compulsory public education took place, children with severe physical or cognitive disabilities typically did not attend public school. Either they remained at home, lived in, or attended private facilities or lived in state institutions (Kauffman & Hallahan, 2004). During the early 1900s, distinct classes began to emerge for students who were not doing well academically. Most likely, these were children who today would be considered to have mild language, learning, or cognitive disabilities.

Discussion

At the beginning, of the 20th century when compulsory public education took place, children with severe physical or cognitive disabilities typically did not attend public school. Either they remained at home, lived in, or attended private facilities or lived in state institutions. During the early 1900s, special classes began to emerge for students who were not doing well academically. Most likely, these were children who today would be considered to have mild language, learning, or cognitive disabilities.

Administration of Special Education Assessment in the U.S

Special education assessment before 1975 got influenced by the social efficiency movement, which used industrial models to create effective schools. Through psychological assessments (regarded as scientific testing), Intelligent Quotient (IQ) scores were used to identify categories of disabilities (i.e., levels of mental retardation). Results of intelligence and related tests resulted in students who fell below what considered normal was being placed in separate, special classrooms and schools. By the 1950s, Special education assessment classrooms were common in public schools (Sapon & Shevin, 2007). These were considered to be segregated programs, and minimally academic in nature and often focused on development of manual skills. In addition, there were separate and segregated public day schools for children whose physical or cognitive disabilities were considered moderate to severe. In 1985, Madeleine Will, in her role as assistant secretary for the Office of Special education assessment and Rehabilitative Services in the ...