In this module, Cate discusses the consequences of using test scores to determine disability. Because of the inability of evaluators to distinguish between a disability and something else (e.g. factors such as cultural or socioeconomic background) and the use of standardized scores to determine disability, there is a disproportionate referral of minority children and English Language Leaners for special education per Congressional findings in IDEA 2004. The consequences of misdiagnosing a child with a disability include giving a false impression of the child’s abilities, causing them to remain in special education and encounter a less rigorous curriculum.
Find the playlist for the full set of videos in this module series here:
Preschool Disability Evaluations Playlist
Please find links to research mentioned in this module here:
20 U.S.C. § 1400 et seq. (Individuals with Disabilities Education Act 2004).
Donovan, S., & Cross, C. (2002). Minority students in special and gifted education. Washington, DC: National Academy Press.
Harry, B. & Klinger, J., (2006). Why are so many minority students in special education?: Understanding race and disability in schools. New York: Teachers College Press, Columbia University.
National Research Council. (2002). Minority students in special and gifted education. Committee on Minority Representation In Special Education, M. Suzanne Donovan and Christopher T. Cross (Eds.), Division of Behavioral and Social Sciences and Education. Washington, DC: National Academy Press.
