Sec. 6D-3.0023 - Protection in Evaluation Procedures
§ 6D-3.0023. Protection in Evaluation Procedures
(1) Testing and evaluation materials and procedures used for the purposes of evaluation and re-evaluation of applicants shall be selected and administered so as not to be racially or culturally discriminatory.
(2) The School shall provide tests and evaluation materials that:
(a) Are administered in the applicant's native language or other mode of communication;
(b) Have been validated for the specific purpose for which they are used;
(c) Are administered by trained personnel in conformance with the instructions provided by their producers;
(d) Are tailored to assess specific areas of educational need and not merely those which are designed to provide a single general intelligence quotient; and
(e) Are selected and administered so as best to ensure that when a test is administered to an applicant with impaired sensory, manual or speaking skills, the test results accurately reflect the applicant's aptitude or achievement level or whatever other factors the test purports to measure, rather than reflecting the applicant's impaired sensory, manual or speaking skills (except where those skills are the factors which the test purports to measure).
(3) No single procedure is used as the sole criterion for determining an appropriate educational program for an applicant.
(4) The evaluation is made by an interdisciplinary team or group of persons, including at least one teacher or other specialist with knowledge in the area of suspected disability.
(5) The applicant is assessed in all areas related to the suspected disability, including, where appropriate, health, vision, hearing, social and emotional status, general intelligence, academic performance, communicative status and motor abilities.
(6) Procedures for hearing impaired applicant evaluation.
(a) Tests to determine intellectual functioning and learning abilities shall be selected from non-language performance scales standardized on, or adapted for the hearing impaired. Evaluation of academic achievement and communication skills shall take into consideration the student's intellectual functioning, degree of hearing loss and method of communication.
(b) The minimum evaluation shall include:
1. Audiological evaluation,
2. Evaluation of preacademic or academic achievement, including information on the applicant's strengths and weaknesses,
3. Evaluation of social development,
4. Evaluation of receptive and expressive communication, and
5. Individual assessment of intellectual functioning, or developmental scales if more appropriate for students under age seven.
(7) The minimum evaluations necessary for determining admission for visually impaired applicant shall be:
(a) A medical eye examination describing: etiology, diagnosis, treatment regimen, prognosis, near/distance and corrected/ uncorrected acuity measures for left eye, right eye and both eyes, measure of field of vision, and recommendations for lighting levels, physical activity, use of aids, or use of glasses as appropriate;
(b) Evaluation of developmental or academic functioning, daily living skills, mode of reading, and, if appropriate, vocational and orientation and mobility evaluations;
(c) Documented observation of functional vision by a teacher of visually impaired applicant or appropriately trained diagnostician;
(d) Screening for hearing, speech and language functioning, with referral for complete evaluations when the need is indicated.
(8) The minimum evaluations necessary for determining admission for deaf-blind applicant shall be:
(a) Medical eye examination,
(b) Audiological evaluation,
(c) Intellectual functioning evaluation, and
(d) Educational evaluation.(New 5-5-87. Cf. P.L. 94-142, 20 USC 1412(5), Federal Register, Volume 42, Number 163, Regulation 121a.532.)
Specific Authority 242.331(3) FS. Law Implemented 120.53(1)(b), 229.053(2)(i), (j), 242.331(4) FS.
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