Then and Now: the Changing Paradigms of Special Education Assessments

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Then and Now: The Changing Paradigms of Special Education Assessments Michelle Walker
Grand Canyon University:
September 12, 2012

Then and Now: The Changing Paradigms of Special Education Assessments
All school aged children who are currently enrolled among the many school districts and systems ranging from, ages 3 to 21, have been provided with an enormous opportunity to have rights, which ensure these children to receive a Free and Appropriate Public Education (FAPE) throughout the United States. We as a society have acknowledged that the many children having an intellectual disability require special education services such as, Individual Education Plans (IEPs), multiple modifications made to the core curriculums, and accommodation that will assist their abilities. Furthermore, ensuring that the rights of these children are met and they are granted the access to receive their Free and Appropriate Public Education (FAPE). History of Special Education

The history of special education came into to being selectively in the last 50 years. One would have to consider and take a moment to learn all about the special education history within the United States. This would improve their understanding of the many families of the children who are occurring and provide for the clearest picture of where special education has been and where it is going today. If one has considered on embarking in the fields of special education, this would be a great advantage with opportunities that were not afforded to persons in former generations. Learning from the special education history one could take it the way that they would imagine it should go.

Today, there is a copious of special educational programs with resources available for the intellectually disabled children. This has been surprising and impressive to know and learn that our countries have made advancements in providing special educational services. However, it took several years after the United States became established during 1776, when the minimal was done for the advancements of the rights for the disabled children. In fact, children were withheld from an adequate education prior to the legislations that would ensure equal educational opportunities for children requiring special educational services, which led to a very dark period of time in the special educational history (“All education schools, 2012”). Once these legislations had started there has been many fluctuating mandates, appended laws and several decisions introduced to special needs children, which provided opportunities that were prematurely inaudible to those which required these laws to receive any and all necessary assistance needed. Special Education Assessments

Assessments in special education are cognitive, mental and physical processes which are used in determining the required student’s particular learning in the areas of their strengths, needs and abilities which will apparently determine if the child is eligible to receive special educational services. This cognitive, mental and physical process of approaches includes the collection of gathered information about these particular students in regards to making decisions. Furthermore, these assessments are viewed as problem-solvers while in the process of gathering such information on these particular students’ (Pierangelo & Giuliani, 2008). There are five components to this process such as collections, analysis, evaluations, determinations and recommendations, which provides pertinent information as to if there are any disabilities present in particular students.

Historically, the special education assessments were administered in the United States, taking place before any of the federal mandates. These assessments were used with the children in early childhood and with toddler children who required special educational supports and services. The time came when the...
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