Problems with Traditional Assessment Procedures (Preschool Disability Evaluations: Module 02)

Leaders Project African American English (AAE)/ African American Vernacular English (AAVE), Age Equivalency, Second-Language Acquisition, Severe Impairment, Socioeconomic Status (SES), Standard Deviation (SD), Standard Score, Standardized Test, Video

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This module discusses how traditional assessment procedures (i.e. standardized test scores) used for determining disability are problematic. The Hehir report (2005) found that standardized tests are the heart of the diagnostic process in NYC, which results in disproportionate referral. Moreover, assessments done by professionals are not aligning with the DOE guides and bilingual evaluators lack the knowledge needed to accurately distinguish a disability from second language acquisition.

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:

Hehir, T., et al. (2005). Comprehension Review and Evaluation of Special Education. Retrieved from http://schools.nyc.gov/NR/rdonlyres/57B840A2-B20F-44A9-A1FE-6D1CEFB603CD/0/FinalHehirReport092005.pdf