Kritikos, E. P., McLoughlin, J. A., & Lewis, R. B. (2017). Assessing students with special needs (8th ed.).This week, you will read Chapter 12, which provides a plethora of information about choosing and properly implementing assessments. Pearson.
Access the Redshelf book from the Getting Started module in the course or click on the Bookshelf link located in the top navigation bar of the course.
Know, D. Y. (n.d.). Equity in special education: Addressing significant disproportionality. Ohio.Gov. This resource from the Ohio Department of Education provides information about disproportionality as well as how it is handled in Ohio. There is mention at the beginning of the document about how it is up to each state to determine what constitutes disproportionality, but it is required by federal law. This is an excellent example of how federal law provides guidelines but leaves it up to the states to determine the specifics, this is referenced throughout this course.
Richards, H., Artiles, A., & Klingner, J., & Brown, A. (2005). Equity in special education placement: A school self-assessment guide for culturally responsive practice. This article provides a self-assessment for administrators to examine the level of culturally responsive practices and procedures. Although this resource is older than most resources used, it is still relevant. Since there have not been major changes in federal legislation, and this is still an important topic, the self-assessment tool is worthwhile.
Ford, D. Y., & Russo, C. J. (2016). Historical and legal overview of special education overrepresentation: Access and equity denied. Multiple Voices for Ethnically Diverse Exceptional Learners, 16(1), 50–57. This article provides information about the history of the overrepresentation of some populations in special education.
Significant disproportionality in special education: Current trends and actions for impact. National center for learning disabilities. (2020). This report provides a summary of research conducted over many years. The research is focused on the disproportionality of certain groups in special education.