A multilevel approach to fair and accurate assessment and diagnosis of a learner’s disabilities and the use of this information for determining Individualized Educational Placements and the creation of effective Individualized Education Programs for children based upon diagnosis and assessment data will be presented. These assessment levels address the various areas of child ability, the individual’s performance across various situations and environments, and the use of multiple measures that vary in degree of formality, construct/content, and style of administration. Examples of this multilevel approach and their use will be provided for later discussion.
Nondiscriminatory methods for interpretation and use of assessment results and exercise of good clinical judgment as to the effects of the individual’s particular disability upon performance will be discussed in relation to formulation of relevant education goals, objectives, and services. The degree of adaptation and modification to assessment procedures allowed by publishers and school authorities in the USA and required for the effective administration of assessment instruments to the individual will also be suggested for discussion.
While some diagnostic data used to diagnosis the child’s area of specific disability will be discussed, this topic/paper will focus on the careful planning, administration, scoring and interpreting of diagnostic and assessment instruments for effective education program planning as well. Issues of use of formal standardized measures with individuals not represented in the normative sample, and the use of results in placement and planning will be suggested for discussion.
Parsons, A. S.
Multilevel Assessment and Nondiscriminatory Use of Results in Planning Individual Education Placements and Plans for Learners with Disabilities,
Electronic Journal for Inclusive Education, 1