Evaluation Procedures
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Evaluation Procedures
Before a child is initially placed in a special education program, the school must conduct a full and individual evaluation of the child's educational needs. Testing and evaluation materials and procedures used for the purposes of evaluation and placement of handicapped children must be selected and administered so as not to be racially or culturally discriminatory.
Tests and other evaluation materials must also:
1. be provided and administered in the child's native language or other mode of communicaton, unless it is clearly not feasible to do so;
2. have been validated for the specific purpose for which they are used; and
3. be administered by trained personnel in conformance with the instructions provided by the producer.
The multidisciplinary team must also ensure that tests and other evaluation materials assess specific areas of educational need. Instruments designed to provide a single general intelligence quotient are not sufficient. The evaluation team must ensure that they do not use a single procedure as the sole criterion for determining an appropriate education program for a child.
Tests must also be selected and administered so as to best ensure that when a test is administered to a child with impaired sensory, manual, or speaking skill, the test results accurately reflect the child's aptitude or achievement level or whatever other factors the test purports to measure, rather than reflect the child's impaired sensory manual or speakinng skills (except where those skills are the factors the test purports to measure).
The multidisciplinary team or a group of persons must conduct the evaluation. The team must include at least one teacher or other specialist with knowledge in the area of the suspected disability. This evaluation must address all areas related to the suspected disability, including, where appropriate, health, vision, hearing, social and emotional status, general intelligence, academic performance, communicative status, and motor abilities.
General Evaluation Procedure Requirements
Nebraska Administrative Code, Chapter 51 - Section 006.02
006.02A Evaluations shall be provided and administered in the child's native or predominant language or other mode of communication unless it is not feasible to do so. Evaluation instruments shall have been validated for the specific purpose for which they are used; and shall be administered by trained personnel in conformance with the instructions provided by their producer. Testing materials and procedures must be selected and administered so as not to be racially or culturally discriminatory;
006.02B Tests and other evaluation materials shall include those tailored to assess specific areas of developmental, educational, and vocational need and not merely those which are designed to provide a single general intelligence quotient;
006.02C Tests shall be selected and administered so as to best ensure that when a test is administered to a child with impaired sensory, manual, or speaking skills, the test results accurately reflect the child's aptitude or achievement level or whatever other factors the test purports to measure, rather than reflecting the child's impaired sensory, manual, or speaking skills (except where those skills are the factors which the test purports to measure); and
006.02D No single procedure shall be used as a sole criterion for determining an appropriate educational program for a child.
Identification Procedures
Referral
SAT
MDT
Placement
Reevaluation
The Process of Special Education
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