Three aspects of early childhood special education assessment: Family interviews, learning styles, and parent‐child interactions

1994 ◽  
Vol 99 (1) ◽  
pp. 113-122 ◽  
Author(s):  
Barbara Lowenthal ◽  
Elizabeth Landerholm ◽  
Kathryn Augustyn
Keyword(s):  
Special Education ◽  
Early Childhood ◽  
Learning Styles ◽  
Early Childhood Special Education ◽  
Education Assessment ◽  
Parent Child Interactions ◽  
Special Education Assessment ◽  
Parent Child

Legal Issues in Early Childhood Special Education

2021 ◽  
pp. 104420732110231
Author(s):  
Susan Larson Etscheidt ◽  
Stephanie L. Schmitz ◽  
Andi M. Edmister
Keyword(s):  
Special Education ◽  
Early Childhood ◽  
Students With Disabilities ◽  
Due Process ◽  
Transition Planning ◽  
Qualitative Content Analysis ◽  
Early Childhood Special Education ◽  
Educational Planning ◽  
Professional Collaboration ◽  
Education Act

Family and professional collaboration is beneficial to students, families, and educators. The importance of such collaboration was recognized for families of students with disabilities, resulting in provisions in the Individuals with Disabilities Education Act (IDEA) which ensure parental participation in educational planning. Despite the benefits of family and professional collaboration and IDEA mandate, many parents disagree with the educational planning decisions provided to their children and request due process hearings. Parents perceive a lack of opportunity to provide input and/or to disagree with schools’ perspectives. Parents of early childhood students report significant concerns about their child’s readiness for the transition to kindergarten and their limited role in transition planning as their children prepared to enter preschool programs. The purpose of this article was to examine the issues identified in parental complaints in early childhood special education (ECSE) through a qualitative content analysis of recent court cases. The results revealed six themes related to current issues in ECSE programs. We conclude with several recommendations for state policy makers to improve services in ECSE based on the DEC Recommended Practices.

Research and Evaluation Priorities for Special Education Assessment

1983 ◽  
Vol 50 (2) ◽  
pp. 110-117 ◽  
Author(s):  
Randy Elliot Bennett
Keyword(s):  
Special Education ◽  
School Psychology ◽  
Current Knowledge ◽  
Education Assessment ◽  
Qualified Personnel ◽  
Special Education Assessment

This article summarizes current knowledge as it relates to three basic requirements for assessment: qualified personnel, adequate tools, and fair implementation. On the basis of this summary, research and evaluation priorities for the attention of the fields of special education and school psychology are offered. These priorities include, among others, defining minimum competency for assessment personnel, determining the population-validity of currently used instruments and their modifications, and identifying sources of bias in assessment.

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