Chapter 9: Identification, Assessment, and Evaluation
Test Questions
True or False
1. Parental participation in the evaluation process is required.
2. The assessment process is a generalized evaluation that is the typically the same for all
students.
3. A medical diagnosis must always be used as part of the evaluation process.
4. Failure to directly link assessment and intervention is can be a problem in due process
hearings when school’s IEPs are challenged.
5. A student with an IEP must be completely reevaluated by the school every year.
6. When the local educational agency proposes to assess a student for special education,
parents’ consent must be obtained prior to the assessment.
7. A school district’s school board is the proper forum for determining whether students with
disabilities can appropriately participate in statewide assessment or if they need
accommodations, modifications, or an alternate assessment.
8. When parents obtain an independent evaluation of their child, the IEP must consider the
results of the evaluation but they are not required to implement the recommendations.
9. School districts may not set a reasonable fee structure for independent educational
evaluations.
10. IDEA 2004 does not allow a student to be determined to have a disability under the IDEA if
the determining factor leading to the student’s problem was lack of appropriate instruction in
reading, including instruction in the essential components of reading (i.e., phonemic
awareness, phonics, vocabulary, fluency, and reading comprehension.
Multiple Choice
1. According to IDEA 2004 the federal timeframe to complete an evaluation after parental
consent has been received is:
a. 60 days
b. 120 days
c. 30 days
d. 7 days
2. It is required that a reevaluation be conducted every:
a. 90 days
b. year
c. other year
d. 3 years
3. The California case that prohibited the use of intelligence tests as the sole criteria to place
African-American children in classes for mentally retarded was
a. Larry P. v. Riles.
b. Board of Education v. Rowley.
c. PASE v. Hannon.
d. Crawford v. Honig.
4. Which of the following cases vacated a prohibition against using IQ tests in placing African-
American students in all special education placements?
a. Larry P. v. Riles.
b. Board of Education v. Rowley.
c. PASE v. Hannon.
d. Crawford v. Honig
5. School district responsibilities regarding an independent educational evaluation (IEE) include
which of the following: (may be more than one answer)
a. Informing the parents where they may obtain an IEE.
b. accepting and implementing the results of an IEE.
c. considering the results of an IEE.
d. acting on the recommendations in the IEE.
6. Which of the following is not a requirement when assessing a student for special education?
a. Using assessment materials that have been validated for the specific purpose for
which they are being used.
b. Providing and administering assessments in the student’s native language or mode
of communication.
c. Tailoring the assessing to access specific areas of educational need.
d. Using multiple procedures as criteria to determine a FAPE.
e. All the above are required.
7.
Which of the following decisions may not be made by a student’s IEP team regarding his or
her participation in state- and district-wide evaluations?
a. The student will participate in state or district-wide evaluations.
b. The student will participate in state or district-wide evaluations with
modifications or accommodations.
c. The student will not participate in state or district-wide evaluations.
d. The student will take an alternate assessment.
e. All the above decisions can be made by the IEP team.
8. The IDEA requires that the multidisciplinary team prepare a separate written report that
describes the evaluation results with students who have which of the following disabilities?
a. autism
b. emotional disorders.
c. learning disabilities.
d. mental retardation.
e. All of the above.
9. When making an eligibility determination, IDEA 2004 does not allow a student to be
determined to have a disability and be eligible for special education if the determining factor
is lack of appropriate instruction in reading, lack of instruction in math, or limited English
proficiency. This requirement only applies to students with
a. autism
b. emotional disorders.
c. learning disabilities.
d. mental retardation.
e. All of the above.
10. When making an eligibility determination, the multidisciplinary team must do which of the
following in making the eligibility decision? (May be more than one answer)
a. Draw on the results of all the information gathered.
b. Rely on formulas or quantitative guidelines.
c. Ensure that the information is documented and carefully considered.
d. Have one person from the team make the eligibility decision.
e. Rely on the team’s professional judgment.
f. All of the above.
Short Answer
1. What is a multidisciplinary team? Who should be members of the team?
2. Explain what the child find system is. Why is it so important?
3. What is an independent educational evaluation (IEE)? When must it be conducted? What
actions does the LEA need to take regarding the results of the IEE?
4. What is a severe discrepancy and how did the Individuals with Disabilities Improvement Act
change this requirement?
5. Discuss the IDEA’s requirements regarding the assessment/evaluation materials.
6. What are four types of assessment decisions that are made in the special education
assessment process?
7. Briefly describe the necessary qualifications of persons who conduct a special education
assessment.
8. What is a nondiscriminatory evaluation?
9. What are prereferral interventions? Are there any limitations placed on the use of prereferral
interventions?
10. What are the reevaluation requirements of the IDEA?
Essay
1. IDEA 2004 does not allow a student to be determined to be a student with a disability if the
student’s problem was caused by a lack of appropriate instruction. What implications does
this language have for special education; general education.
2. IDEA 2004 does not allow states to require schools to use a discrepancy formula to
determine if a student has a learning disability. However, IDEA 2004 does encourage
schools to use an evaluation process that determines if a student responds to scientific,
research-based interventions. This has been referred to as a response to intervention model.
How can such a model be implemented in schools? What are the implications for special
education?
3. Explain the substantive requirements of the IDEA with respect to conducting an
assessment/evaluation?
4. The IDEA details specific requirements that must be followed in assessing a student for
special education. List and explain some of the major procedural requirements when
conducting a special education assessment.
Chapter 9: Identification, Assessment, and Evaluation
True or False
Multiple Choice