Assignment task: Explain:
1. The external factors for your current school setting that your team needs to discuss and consider in the evaluation process (e.g., culture, language, socioeconomic status, etc.). Then, explain how you would use the Sample Referral Review Form to revise or support your current evaluation processes. Note: If you have a form that your team fills out when reviewing these factors, provide an explanation as to how you use it and how you might revise it using concepts from this module's resources and/or the Sample Referral Review Form. Please post a blank version of your team's form along with your response.
2. The processes you and your team currently use to determine whether students qualify for Special Education services as student with a disability when they have external factors impacting their learning, such as lower socioeconomic status.
3. How personal biases regarding external factors (e.g., culture, language, socioeconomic status, etc.) can impact a team during the evaluation process. How does your team communicate regarding personal biases when conducting evaluations? What information from the CEC's policies on assessment and accountability might support your team in this communication moving forward?
Resources:
Collins, J. (2015). Migration, language diversity and education policy: A contextualized analysis of inequality, risk and state effects. Policy Futures in Education, 13 (5), 577-595.
Council for Exceptional Children. (2003). Policy on assessment and accountability.
Council for Exceptional Children. (2020). Initial practice-based professional preparation standards for special educators
Papay, J. P., Murnane, R. J., & Willett, J. B. (2015). Income-based inequality in educational outcomes: Learning from state longitudinal data systems
Sullivan, A. L., & Bal, A. (2013). Disproportionality in special education: Effects of individual and school variables on disability risk
Document: Sample Referral Review Form (Word document)
omano, E., Babchishin, L., Marquis, R., & Fréchette, S. (2015). Childhood maltreatment and educational outcomes. Trauma, Violence, & Abuse, 16(4), 418-437.