Independent Educational Evaluations

Autor/in	Zirkel, Perry A.
Titel	Independent Educational Evaluations
Quelle	In: Communique, 49 (2021) 5, S.24-25 (2 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0164-775X
Schlagwörter	Student Evaluation; Educational Legislation; Equal Education; Federal Legislation; Students with Disabilities; School Psychologists; Special Education; Civil Rights; Individualized Education Programs + Suchen Sie Ihr Suchwort? Schulnote; Studentische Bewertung; Bildungsrecht; Schulgesetz; Bundesrecht; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; School psychologist; Psychologists; School; Schools; Schulpsychologe; Schulpsychologin; Psychologe; Psychologin; Psychologen; Schule; Special needs education; Sonderpädagogik; Sonderschulwesen; Bürgerrechte; Grundrechte; Zivilrecht; Individualized education program; Individualisierendes Lernen
Abstract	School psychologists often play a significant role in implementation of the requirements under the Individuals with Disabilities Education Act (IDEA) specific to independent educational evaluations (IEEs). The school psychology and special education literature addresses professional norms for IEEs (e.g., Schrank et al., 2006), but its coverage of the IDEA requirements and the related legal interpretations of them is limited and largely outdated (e.g., Etscheidt, 2003; Imber & Radcliff, 2003). The purpose of this article is to review the legal requirements for IEEs under the IDEA, including recent examples of the evolving case law interpreting and applying these requirements. Although the applicable IDEA regulation (§ 300.502) extends to limited other issues, such as a hearing officer's authority to order an IEE and a district's obligation to provide parents with available sources and district criteria for IEEs, the focus of this article will be on the two provisions that have been subject to extensive litigation: (1) the general requirement to consider an IEE; and (2) the more specific provision for IEEs at public expense. A third, miscellaneous other section identifies two additional items of interest, which have emerged in the case law apart from the core IDEA regulation for IEEs. (ERIC).
Anmerkungen	National Association of School Psychologists. 4340 East West Highway Suite 402, Bethesda, MD 20814. Tel: 301-657-0270; Fax: 301-657-0275; e-mail: publications@naspweb.org; Web site: http://www.nasponline.org/publications/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01