Module 3 assignment

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Ashley Sousa-Costello Module 3 Assignment 2/24/24 A comprehensive evaluation is critical for making accurate diagnostic decisions regarding students with learning disabilities. Comprehensive evaluations result from gathered information across assessments to determine student strengths and needs. The Individuals with Disabilities Act (IDEA) has specific regulations that require “full and individual initial evaluations” (Ysseldyke et al., 2013) before students with suspected learning disabilities can be provided services. Some examples of full and individual evaluations include health screenings including hearing and vision, social and emotional status, intelligence, academic performance, communicative status, and motor abilities. Legislation has altered many aspects of comprehensive evaluations and their link to instruction for all students over the last few decades. The Federal Education laws, the Elementary and Secondary Education Act (ESEA) and the Individuals with Disabilities Act (IDEA), have not only impacted comprehensive evaluations but have also altered instruction, eligibility of special education, and assessments. In 2004, IDEA aligned a special education law that worked closely with general education laws (ESEA). Although both IDEA and ESEA previously addressed student education for struggling learners, each law had different components. The ESEA provided group entitlement. In other words, all learners. The IDEA, however, provided entitlement for individual students who were found eligible. Now complementing each other, the IDEA requires students with learning disabilities to have IEP goals but also participate in the general education curriculum. The ESEA now requires measurements of all student progress in the general education curriculum whether they are special education or general education. This, along with modifying what consists of a specific learning disability, allows for the student to participate in quality instruction in math and reading. The complementation measures student performance in both general education and state standards. This measure provides data for evaluation processes. In addition, according to the article Comprehensive Assessment and Evaluation of Students With Learning Disabilities, the IDEA allows state and local agencies to “use a process that determines if the child responds to scientific, research-based interventions” as a part of an evaluation process. States now include information about the rate of the students learning and the level of performance. Another

legislative change that influenced the evaluation process is funding early intervention services, assistive technology, and universal design for learning for students with disabilities. Legislation is one of many things that has impacted comprehensive evaluations however, extensive research has also influenced this process. In the 1990’s research focused on phonemic awareness, phonics, and explicit instruction to change student success for those struggling with reading. The RTI model was developed to support those students before they would be referred for a learning disability. As a result assessment through universal screening and frequent monitoring of student progress was mandatory. Research surrounding the importance of cultural and linguistic diversity in assessments has also recently been addressed. How noncognitive variables such as motivation, engagement, student interests, and self-efficacy, affect assessments and evaluations has also been researched more recently.

References Comprehensive assessment and evaluation of students with learning disabilities. (n.d.). LD OnLine . https://www.ldonline.org/ld-topics/evaluation-ld-testing/comprehensive-assessment-and-e valuation-students-learning Ysseldyke, J., Burns, M. K., Scholin, S. E., & Parker, D. (2010). Instructionally Valid Assessment within Response to Intervention. TEACHING Exceptional Children , 42 (4), 54–61. https://doi.org/10.1177/004005991004200406

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