Collaborative assessments might be the key to giving quality and legally sound psychoeducational evaluations during COVID-19 and beyond.
To school psychologists, it often feels like testing is used as the default solution for obstacles in special education. Is that always best for kids?
Districts are increasingly moving toward a pattern of strengths and weaknesses model for assessment of learning disabilities. Here are some things to know before you get started.
It is common for children with autism, ADHD, and emotional disorders to experience overlapping symptoms and co-occuring conditions. The key to differentiating is to determine why, when, and where behaviors occur. These tools can help.
SELPA guidelines do not always support culturally responsive assessment. In fact, they sometimes promote, rather than reduce, cultural bias in assessment. As sworn advocates for children, what can school psychologists do to invoke true and lasting change?
As it stands, the Individuals with Disabilities Education Act (IDEA) requires states to adopt criteria for the identification of specific learning disabilities (SLD). What you may not realize, however, is that within these IDEA regulations, there is still plenty of room for debate.
In the first article of this series, we left you with the CDE’s important message that, “when a student has demonstrated limited or slower-than-expected progress, additional assessment is needed.” So, what exactly does that mean?
California has the highest percent of English Language Learners compared with other states. Our public schools and special education teams must adapt in order to provide fair and accurate assessments.