Assessment/Identification
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A Consequence of Testing ALL Students
Alexis Shuban, a high school special education supervisor is shocked when a student earns an unusually high score on an eleventh grade achievement test. His score is so high, in fact, that he would be eligible for an academic scholarship if he had taken a college preparatory program of study. Unfortunately, this student, a high school senior, has been in special education classes since the 5th grade and has not taken a college preparatory program.
Marrissa is a bright child who is friendly and empathetic. Ms. Churchill, her special education teacher, is concerned because she believes that Marrissa is in special education classes only because of her family situation. Although doing well academically in both her general and special education classes, Marrissa is often left with irresponsible relatives where she is severely neglected while her mother goes out of town.
Liz Shaw, a school psychologist for the Blackwood School District is presented with a crisis situation involving a student, Jimmy Landon. She recognizes the seriousness of the situation but is bound by a three-week waiting list. Meanwhile, Jimmy bizarre behaviors are escalating and his teacher is concerned.
Serge Romanich, a third grade student and refugee from Serbia, spoke limited English and had seen war first hand; his father killed and mother maimed. His education had been sporadic at best and the new elementary school he was attending had tested and classified him as learning disabled
Jared is a welcome addition to Ms. Dennison’s class at a special school for students who are emotionally disturbed. He is the only student in the class who smiles continually, shows concern for others, follows directions, and is generally a likable character. Ms. Dennison, disagreeing with the psycho-educational reports that placed Jared in her class, is concerned that Jared is mislabeled.
When her second graders were given a standardized test, Janet, a new teacher at an inner-city elementary school finds her suspicions were confirmed. The words she had been told that she needed to assure her students knew were the exact words on the test.
Simone was struggling in Lisa Flannery’s second grade class despite Lisa’s efforts to adapt her lessons and support form the bilingual department. Simone’s family immigrated from the Philippines with high hopes of Simone becoming a doctor one day. Lisa suspects Simone is having learning problems but her family is unwilling to accept a special education label for her.
Sharon Williams, a veteran kindergarten teacher, is perplexed by the unusual pattern of behaviors one of her students is displaying. As a preschooler, Kevin was reported by his parents, as well as others who knew the family, to have developed good language, cognitive, and social skills. Now he seldom interacts with the other students and often acts as if he doesn't understand what is going on in class.
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