Then and Now: the Changing Paradigms of Special Education Assessments

1635 Words Jan 2nd, 2013 7 Pages
Running head: SPECIAL EDUCATION ASSESSMENT

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),
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This has subjected the learners having special needs to unrelenting educational unfairness. According to, Green et al (2005), the theatrical role of the psycho-educational assessments are at crossroads with differences and disabilities that has greatly imparted to the unrelenting misidentifications and the over demonstration of the African American learners in the special educational system. Furthermore, stating that the paradigms for assessments are currently declared to the promises for carrying through the hope of Brown in schools (Green, McIntosh, Cook-Morales & Robinson-Zanartu, 2005). Special education has changed dramatically and ensured that children with special needs and with learning disabilities be afforded opportunities in the United States to be educated. This began at the end of the World War II, when the shove came about for special education and some parents of an organized group formed to be the voices for their children having special needs. It was adamant to them that their children receive the appropriate education according to their abilities and the much needed assistance and support. There has not been any significance with change as to the way that state assessments are being administered at a historical point for the students who have special needs. According to, Dillon 2006, in one State students with special needs were brushed off during the state standardized testing, quite

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