Assessment in Special Education - Literature review Example

Assessment in Special Education Introduction Special education is learning systems for learners who have special requirements, and learning is, imparted in a way that seeks to deal with the learner’s individual needs and variations. Primarily, special education is, structured to incorporate teaching methods and teaching formats that are, constructed to accommodate individual needs of the students and is analytically, evaluated to ensure effective learning for the special leaner (Reynolds & Janzen, 2007). Adapted teaching tools, resources, and reachable teaching settings are essential in ensuring the special learner to explore their learning abilities to the maximum and develop their skills, goals, knowledge, competence, self efficacy and efficiency educationally and in the community as would non-special learners in general education would. Also, provide learning effectiveness that would not otherwise be available or accessible to special learners if they were in the general education setting (Groof & Lauwers, 2003). In special education, there is increased need for assessment (Pierangelo & Giuliani, 2005). Therefore, this report will unequivocally explore the issues in the assessment process. This will include the disproportionate identification of minorities in some special education categories. The report will also highlight the best practices in assessment and NCLB’s effect on assessment in special educating. Special Learners Special education is a fundamental and critical aspect for children who are special learners. Special learners are students who have special requirements and may need greater attention, supervision and guidance to learn and perform other learning activities than a typical leaner would. General special needs comprise problems to learn, problems to communicate, learners are impaired emotionally and behaviorally, physical impairments and challenges in developing (Reynolds & Janzen, 2007). Use of different teaching and learning approaches, usage of technological approaches, establishment of adapted learning and tutoring settings are among special educational infrastructures valuable for learners with special needs. Special learners may have problems stemming from damage to the brain, non-development of their psychological abilities and other physical impairments such as inability to hear, see, and talk among others (Groof & Lauwers, 2003). Special education can be, imparted to special learners through four educational settings. This includes inclusion; special learners are, exposed in learning settings with learners without special needs not less then three quarter of the school day. Mainstreaming; special learners are integrated in a learning setup with learners without special needs during specific lessons, relevant to their abilities (Reynolds & Janzen, 2007). In those specific lessons, special learners are isolated in separate learning setting. Segregation; special learners are exclusively learn in special learning schools or settings, without incorporating regular learners. Exclusion; special learners do not attend schools and are home schooled or are incarcerated or in hospitals (Groof & Lauwers, 2003). Issues in the assessment process Assessment processes in special education entail setting up evaluation regulations and needs in compliance with Individuals with Disabilities Education Act to obtain services and information on learning input and involvement of learners with special needs (Pierangelo & Giuliani, 2005). The assessment procedures and tests needs to be unswerving, valid and standardized to ensure fairness. Issues in assessment are lack of adequate national special education assessment guidelines to offer alternate assessments and effective intervention measures for learners, inadequate funding for learning and assessment programs, qualified assessing staff, and funding for research in effective assessment methods. There is limited number of workers who can carry out effective, reliable and accurate assessments and there is limited research on assessment in special education, to ensure use of evidence based practices and proper identification of learners with special needs (Pierangelo & Giuliani, 2005). There is excessive assessment documentation required during the assessment processes that eats up a lot of time. This occurs in writing up assessment notifications, students completing the paperwork and parent filling in papers (Miller, 2009). Assessment issues includes examination of educational success, regulating the learning diagnostic exams, informal evaluation methods, and techniques of assessing learner’s behaviour such as IQ testing which is immaterial on special learners, since most of special learners have specific insufficiencies in areas most stressed on by IQ exams (Overton, 2000). Moreover, the accuracy and reliability of diagnostic tools and materials that gauge sensory- motor skills, language development, ability to perceive, see, and hear (Overton, 2000). Assessment includes measuring learner’s aptitude and adaptive manners and establishing techniques of assessing newborns, toddlers and kindergarten children (Pierangelo & Giuliani, 2005). It is essential to develop and implement policies to guide in eligibility decision making processes and formulating educational goals based on assessment results. Issues in assessment in special education include among others the fairness and equitability to assess all learners with and without special needs with similar exams, establishing the best methods to assess learners, techniques necessary to screen learners in order for them to be eligible for special education and how assessment results, can be, fundamental in improving learning (Pierangelo & Giuliani, 2005). Disproportionate identification and representation of minority in Special Education In some special education categories, there are instances of over- representation of minority special learners in disability areas and in other instances; there is under-representation of minority special learners in gifted and talented education systems. There is, perceived discrepancies in assessment tests and methods in regards to minority, stemming from argument over racial variation in IQ (Naglieri & Rojahn, 2001). In the recent past, there have been increased disproportionate placements of special learners from minority groups in special learning and decreased rates of placement of the same group in learning systems for gifted children (Reynolds & Janzen, 2007). This validates the need for elements of culture- balanced assessment. Disproportional identification of minorities in special education occurs when the numbers of special learners from minority groups surpass or is below the proportional enrolment in educational settings (Groof & Lauwers, 2003). Issues of disproportional identification of minority occurs due to contributing factors such as poverty, limited staff from varied backgrounds to understand different cultures and attitudes, racism in learning institutions, and unfair and prejudiced standardized assessment measures (Naglieri & Rojahn, 2001). Furthermore, inaccessibility to early interventions, inadequate tutors qualified to work with learners from different cultures and backgrounds and educational policies that results to disparate handling of minority students. There is inadequate training of educational and other experts concerning inappropriate referral and placement choices, plans, and failure by educational systems to gather and monitor information over disproportionate identification of special learners in minority groups (Groof & Lauwers, 2003). According to research done by Harvard University’s Civil rights project, In the United States, African American students are 2.8 times more likely to be assessed and termed retarded psychologically, 2 times more likely to be, identified as emotionally impaired, 2 times likely to be assessed and classified with learning disability. Disproportionate identification of minority in special education leads to learners being, denied their right to learning opportunities, and learners face decreased tutor expectations that results to less valuable teaching and learning (Naglieri & Rojahn, 2001). Disproportionate identified minority learners are influenced negatively in relation to educational performance, their class mannerism, morale, personal and professional goals, they have low self- independence, esteem, and efficacy levels hence are unable to form stable social relationships (Pierangelo & Giuliani, 2005). Best practices in assessment in special education Although there are limitations and shortcomings of assessment processes, methods, tools and procedures used currently, there has been an increased interest to develop and implement best practices in assessment in special education. Among best practices in assessment in special education is to establish an agreed upon, special education objectives and purpose statements that illustrate the importance placed on student- centred learning. Focus of assessment should be, directed at promoting partnership and joint efforts (Overton, 2000). This entails staff members agreeing on the objectives of assessment procedures for planning being meaningful. Partnering within and across concerned departments and various levels of administration will ensure best results from assessment planning (Pierangelo & Giuliani, 2005). In addition, developing skills necessarily to carry out an assessment through continuous sharing of assessment practices and approaches among faculty members are crucial. Other best practices in assessment in special education include explaining the objective of the assessment process (Miller, 2009). The main objectives of an assessment are supporting student learning and offering verification for accountability requirements through analysis of learner’s strong and weak points. By understanding the objectives of an assessment, learners are able to acquire constructive gains from partaking in assessment processes (Overton, 2000). Setting patent, quantifiable and progressing student learning results, is a best assessment practice. By understanding the anticipated outcomes of assessment and involving the students in understanding the outcomes is integral in offering effective learning where learners can base their knowledge and skills and deliver good performance (Obiakor, et al., 2009). In addition, employing various procedures and basis for assessment relevant to available resources is a best practice in assessment in special education (Miller, 2009). Effectual assessment is dependent on if it is efficiently sustained and allocated sufficient time, finances and good performance is, appreciated. Adequate resources translate to increased depth and width of the assessment procedures and programs (Overton, 2000). This will ultimately lead to tackling issues in differences in the styles of learning among students, variations in the forms of learning and promoting interest in special education matters among the community, governmental, educational and other professional fraternities (Obiakor, et al., 2009). An effective assessment best practice entails developing and implementing sustainable and regular assessments within definite and convenient timelines. Assessment programs should be, carried out routinely throughout the learning period (Obiakor, et al., 2009). Teachers should make the assessment expectations clear and help the assessed students perform well in the assessment tests by providing them with comprehensive instructions and illustrations of effective performance (Overton, 2000). Pre-practices before the assessment allows learners perform better. Best practice assessment in special education is incomplete without inferring and employing the outcomes of the assessment. Assessment should be, used as a supply for devising ways and methods of promoting development, replenishment and enhancement for students. Separating the funding and assessment is necessarily to prevent involved stakeholders to offer falsified results (Obiakor, et al., 2009). Benchmarking is a vital element when comparing assessment results among different learning institutions. There is a need to analyse the assessment practices in use to ensure they are not only dependable, valid and can be, used but in determining how sufficient the assessment approaches satisfy the needs of the learning fraternity (Miller, 2009). NCLB's effect on assessment in special education NCLB refers to No Child Left Behind, which is an Act, which was, passed into law in 2002 in US, which ensures that all learners perform well in math and in reading by the year 2014 (Ashby, 2010). Educational fraternities are therefore, charged with the responsibility of formulating and implementing annual assessment programs and activities in various school levels/ grades. Schools that fail to attain results in two successive years, they face punitive measures (Ashby, 2010). This entails being tagged as schools that need improvement and learners in those schools can transfer to other schools, the school is mandated to provide extra tuition in mathematics and reading, the school is mandated to change teachers, employ a new curriculum, extend learning times or perform internal restructuring. In addition, the school is, mandated to renew as a charter school and undergo a complete overhaul. These consequences are dependent on the number of years the school has defaulted namely two, 3, 4 years respectively. The NCLB law has been, heavily criticized due to the requirement that all students including those with severe learning disabilities should take the test. However, 1% of the students are, permitted alternate assessment (Ashby, 2010). The effect of the NCLB on assessment in special education has offered both gains and limitations (Ashby, 2010). There has been State’s claims of improved scores in the assessment tests in math and reading among all and minority learners, enhanced local standards of education, and developed accountability by the concerned stakeholders by use of outcome-based assessment infrastructures. Increased attention and focus to minority groups, improved value of education as schools are mandated to perform well, use research-based practices and learners are, offered an opportunity to select their school of choice and there has been improved perception of public educational systems by the masses (Ashby, 2010). The limitations with NCLB arises from the notion that the law has unrealistic objectives, create loopholes and challenges in employment of standardized assessment tests, negative effect on arts subjects, and it does not address the differences in learner’s potential and abilities and initiates high segregation in public educational institutions (Ashby, 2010). Conclusion Assessment processes in special education entail setting up evaluation regulations and needs in order to obtain services and information on learning input and involvement of learners with special needs. The assessment procedures and tests needs to be reliable, valid and standardized to ensure fairness. The report has explored issues of assessment of special education and highlighted the disproportionate identification of minorities. As mentioned in the report, effective special education is achievable through use of effective best assessment practices. For the long-term objective of NCLB’s objective to be, realized and its effect on special education to be positive, reforms are required. It is, expected with reforms to the NCLB law, the educational systems will be able to have effective tutors for all learners, initiate accountability among teachers and students, develop Effective School Improvement and Student alternatives and offer unbiased and reliable assessment tests. Is addition, reform will support the NCLB’s objective to offer high educational standards per learner, per state and initiate effective learning that would take students through all levels of education and prepare them for work environments. This will incorporate collaboration and support of parents and motivating the teachers, students, parents and all stakeholders in general. References Ashby, C.M. (2010). No Child Left Behind Act: Enhancements in the Department of Education’s Review Process Could Improve State Academic Assessments. Pennsylvania: DIANE Publishing. Groof, J. & Lauwers, G. (2003). Special education. Sidney: Springer. Miller, D.C. (2009). Best Practices in School Neuro-psychology: Guidelines for Effective Practice, Assessment, and Evidence-Based Intervention. London: John Wiley and Sons. Naglieri, J.A. & Rojahn, J. (2001). Intellectual classification of black and white children in special education programs using the WISC- III and the cognitive assessment system. American Journal on Mental Retardation, 106, 359-367. Obiakor, F.E., Bakken, J.P. & Rotatori, A.F. (2009). Current Issues and Trends in Special Education: Identification Assessment and Instruction. Bingley: Emerald Group Publishing. Overton, T. (2000). Assessment in special education: an applied approach. London: Merrill. Pierangelo, R. & Giuliani, G.A. (2005). Assessment in special education: a practical approach. New York: Pearson/A & B. Reynolds, C.R. & Janzen, E.F. (2007). Encyclopedia of Special Education: P-Z. London: John Wiley and Sons. Read More