Chapter 15 I.D.E.A. Section 504

1. Chapter 15 I.D.E.A. Section 504 Nidia Escobar Bernadette Baca Ryan Rodriguez Manny Colorado

2. Chapter 15 MULTICULTURAL ASSESSMENT • Cultural diversity among the U.S. population continues to grow. In 2006 the Census Bureau stated that 1/3 of the 300 million U.S. residents now claim “minority” heritage • Refers to competencies and standards necessary for assessing individuals, who differ in cultural identity, such as: race, ethnicity, age, language, gender, sexual orientation.

3. TEST BIAS, CONTENT BIAS, BIAS IN INTERNAL STRUCTURE, SELECTION BIAS • Can be defined as “construct” underrepresentation or construct irrelevant components of test that result in systematically lower or higher scores for identifiable group of examinees. • Can be defined as the content of a test that is more familiar to one group than to another. • The factor structures or underlying dimensions of a test are inconsistent across groups. • When a test systematically varies in predictive validity across groups.

4. TEST-TAKER FACTORS • Counselors need to be aware of test-taker factors that can impact assessment results. • Language- examinees ability to understand and communicate in English is very important. • Test-Wiseness- examiner should not assume that all examinees are able to understand directions, follow proper test-taking procedures, be involved and attentive during testing. • Motivation and Anxiety- examiner may find examinee who refuses to cooperate or is too anxious. This can impact test results. • Cultural Differences- examinees may come from different backgrounds and have diverse language experiences, formal and informal learning experiences. Is this test appropriate?

5. STRATEGIES • Because each client is unique, the examiner needs to be alert to important behavioral signals during the assessment process

6. ASSESSMENT OF LINGUISTICALLY DIVERSE INDIVIDUALS, DISABILITIES, VISUAL IMPAIRMENT, HEARING IMPAIRMENT, INTELLECTUAL DISABILITY, NEUROPSYCHOLOGICAL, COMMUNICATION DISORDERS, CHILDREN • In 2000 nearly 1 in 5 U.S. residents age 5 and older spoke a language other than English. Tests written in English may become tests of language proficiency for these individuals. • More than 51 million Americans report some level of disability. • Assessment professionals assess individuals with visual impairments by using instruments to meet their needs such as tests with large print, Braille forms, and forms on audio recorders. • Individuals with hearing impairments need interpreters who sign the instructions and items for them.

7. Cont’d • To assess for an intellectual disability, instruments are used to evaluate 2 general areas: cognitive/intellectual ability, adaptive behavior. Wechsler scales and Stanford Binet. • Involves assessment of attention, concentration, learning-memory, sensory-perceptual abilities. Halstead-Reitan Neuropsychological Test Battery, Luria-Nebraska Neuropsychological Battery. • Speech Language Pathologists are responsible for assessments.

8. SUMMARY • Multicultural assessments focus on assessment procedures that are appropriate, fair, and useful for accurately describing abilities and other traits in individuals from diverse populations. Assessments of individuals with disabilities are conducted to diagnose or determine the existence of disability, intervention plans, placement or selection decisions monitoring educational performance. Examiners should understand the importance of using test accommodations or modifications that reduce testing of the individuals attributes that are not relevant to the construct being measured.

9. Individuals with Disabilities Education Act (IDEA) • IDEA was originally enacted by Congress in 1975 to ensure that children with disabilities have the opportunity to receive a free appropriate public education, just like other children. The law has been revised many times over the years. • The most recent amendments were passed by Congress in December 2004, with final regulations published in August 2006 (Part B for school-aged children) and in September 2011 (Part C, for babies and toddlers). So, in one sense, the law is very new, even as it has a long, detailed, and powerful history.

10. IDEA • Decides how government and state agencies provide special intervention, early education, and other educational services to children with disabilities. • The act provides services to children from birth all the way up to 18 or 21. • The act arouse from education being withheld from children with disabilities.

11. IDEA • Under the latest revisions for IDEA, children are eligible for: • Each child with a disability must be provided with a Free Appropriate Public Education (FAPE) that prepares them for: • Independent living • Further education • Employment

12. IDEA Part B • More than 6 million children with disabilities receive special education and related services in our schools each year. • It has 8 subparts: • General Provisions • State Eligibility • LEA Eligibility • Evaluations, Eligibility, IEPs, and Placement* • Requires parent consent for evaluation, reevaluation and services. • Must be done within 60 days of parent consent • Is done to determine if the child is a child with a disability under §300.8; and to determine the educational needs of the child. Procedural Safeguards • Monitoring and Enforcements • Use of Funds • Preschool Grants

13. IDEA Part C • Early intervention services for infants and toddlers with disabilities (birth-3) have been a part of IDEA since 1986. This section of the law is commonly known as Part C of IDEA. • Part C is a $436 million program administered by States that serves infants and toddlers through age 2 with developmental delays or who have diagnosed physical or mental conditions with high probabilities of resulting in developmental delays. • The final Part C regulations incorporate provisions in the 2004 amendments to Part C of the IDEA. Additionally, the final regulations provide States with flexibility in some areas, while ensuring State accountability to improve results and providing needed services for infants and toddlers with disabilities and their families. The regulations focus on measuring and improving outcomes for the approximately 350,000 children served by the Part C program with the goal of ensuring that such children are ready for preschool and kindergarten.

14. Section 504 • Is a program under the Special Ed umbrella that provides accommodations and modifications for students how have mild physical or mental disabilities. • “Impairments which limit one or more major areas: caring one self, performing manual tasks, walking, seeing, hearing, speaking, breathing, learning and working.” • Up to 22 instructional modifications.* • Major difference is that Special Education program is funded by the Federal government and 504 has no money attached.

15. Section 504 • Qualifications: • Parent, teacher, or physician requesting assistance • Medical evaluation by a specialist • School testing • Usually dyslexia • Other health Impaired (OHI) • ADD, ADHD, Anxiety, physical disabilities • Referral good for three years • Once accepted, a “team” is created.

16. Section 504 • Ex: My son Dave. • His team • Modifications

17. References • Drummond, J., R., Jones, D., K., (2010), Assessment procedures for counselors and helping professionals., 7th ed. • http://idea.ed.gov/explore/home • http://nichcy.org/laws/idea/partc • Putnam Elementary 6508 Fiesta Drive El Paso, TX 79912 • Ms. Nancy Howell, Asst. Principal