| Title: |
Assessment of Intellectual Disability: An Examination of Current State Special Education Guidelines for Intelligence and Adaptive Behavior |
| Language: |
English |
| Authors: |
John D. Hall; Meagan B. Medley; Kristin R. Johnson; Hannah F. Tisdale; Jaylee R. Martinez; Aleise L. Nooner; Zoe C. Douglas; Hayley J. Peoples; Anna G. Chaplain |
| Source: |
Journal of Special Education Leadership. 2024 37(2):93-98. |
| Availability: |
Council of Administrators of Special Education. 1675 East Seminole Street Suite L1, Springfield, MO 65804. Tel: 417-427-7720; Fax: 417-427-6520; e-mail: office@casecec.org; Web site: https://www.casecec.org/journal |
| Peer Reviewed: |
Y |
| Page Count: |
6 |
| Publication Date: |
2024 |
| Document Type: |
Journal Articles; Reports - Research |
| Descriptors: |
Educational Legislation; Equal Education; Students with Disabilities; Federal Legislation; Intellectual Disability; Special Education; Guidelines; Intelligence; Adjustment (to Environment); Student Evaluation; Best Practices; State Standards |
| Laws, Policies and Program Identifiers: |
Individuals with Disabilities Education Improvement Act 2004; Individuals with Disabilities Education Act |
| ISSN: |
1525-1810 |
| Abstract: |
The assessment of Intellectual Disability (ID) under the Individuals With Disabilities Education Improvement Act 2004 (IDEIA; Public Law 108-446, 2004) requires the measurement of both intelligence and adaptive behavior (i.e., conceptual, social, and practical skills). This study expands past research by examining current state special education guidelines based on IDEIA and their alignment with best practices in assessment across all U.S. states and the District of Columbia (DC) for the assessment of ID. Aggregated and disaggregated data pertaining to special education guidelines and recommendations are examined, including cut-scores and confidence intervals, information specific to composite adaptive behavior scores versus domain scores, and multiple informants. |
| Abstractor: |
ERIC |
| Entry Date: |
2024 |
| Access URL: |
https://www.casecec.org/journal |
| Accession Number: |
EJ1441828 |
| Database: |
ERIC |