Assessment for Special Education
Diagnosis and Placement
Bibliographic Data
| ID | 5741522 |
|---|---|
| Authors | Jennifer R Frey (0000-0003-4337-366X, corresponding author) |
| Year | 2019 |
| Volume | 683 |
| Issue | 1 |
| Pages | 149-161 |
| Publication date | 2019-05-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | The Annals of the American Academy of Political and Social Science (JOURNAL) |
| Journal identifiers | ISSN: 0002-7162 • E-ISSN: 1552-3349 |
| Publisher | SAGE Publications Inc (PUBLISHER) |
| DOI | 10.1177/0002716219841352 |
| OpenAlex | W2945229778 |
| Language | EN |
| Citations received | 7 |
| References cited | 14 |
Over the last 40 years, federal legislation has led to improved access to public education for students with disabilities. Today, more than six million students receive special education and related services through American public schools; however, evaluation practices for eligibility determination largely have remained unchanged. Assessment approaches used for identification, program planning, and evaluation of progress, arguably, have been insensitive to cultural differences, contributing to disproportional representation of children from different backgrounds in specific special education disability categories, and inefficient because they are too broad to immediately inform instructional planning for both students within and across disability categories. This article critiques current practices for identifying children for special education services and offers considerations, grounded in developmental and cognitive neuroscience, that could lead to more useful assessment approaches that optimize all students' learning
Cognition · Cognitive disabilities · Developmental psychology · Identification (biology) · Learning disability · Least restrictive environment · Legislation · Mainstreaming · Medical education · Pedagogy · Political science · Psychiatry · Public education · Representation (politics) · Special education · Behavioral and Psychological Studies · Education Discipline and Inequality · Educational and Psychological Assessments · Medicine · Psychology · Public Administration
Understanding Neurodivergent Students’ Lived Experiences to Inform Neurodiversity-Affirming Practices in School
Simulating computerized adaptive testing in special education based on inclusive progress monitoring data
Item Analysis of a High-Stakes Placement Assessment for Junior High School Students with Intellectual Disabilities
How the existence of special schools affects the placement of students with special needs in inclusive primary schools
Exploring Individual Changes in Disability Status and Their Relations to Reading Comprehension Development
Parents' lived experiences regarding the decision‐making process on reasonable accommodations for their child with SEN—An IPA analysis
Class Consciousness as Cultural Capital among High-SES Parents of Children with Disabilities
| Unique citing works | 7 |
|---|---|
| Citations per year | 1,75 |
| Citation span | 2022 - 2026 (5) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 6 |