must assume the onus of considering alternative hypotheses regarding the complex
relationships among aptitude, achievement, culture, and opportunities that con- idea in PraCtiCe
tribute to racial/ethnic differences on assessments. Assessment practices should
B y m a ry B e t h K Lot Z
take into account the “structure of inequality” (Wilson, 1998) that disadvantages
some groups in our society. Failing to account for external factors that influence
test performance may bias scores by misattributing poor performance to a lack of groups. Within a CoP framework, a wide
seclusion and restraint
aptitude or ability (Skiba, Knesting, & Bush, 2002). range of stakeholders learn from each
We must also consider students’ experiences within school and how these may Secretary of Education Arne Duncan is other and take action together in coor-
contribute to their educational difficulties. IDEA mandates that students are not following through on a resolution he dinated ways. The Shared Work website
to be found eligible for special education when the difficulties are due to a lack of made while testifying in a hearing held by www.sharedwork.org and the Communi-
basic instruction. Furthermore, making a determination will require considering the the House Education and Labor Commit- ties of Practice are open to all.
quality of instruction and curriculum across grades—not just student attendance tee in May to investigate school districts’
records, as is the practice for many. use of physical restraint techniques. Dun- Ld report
Cultural considerations should come into play not only when selecting instru- can sent a letter to Chief State School The National Center for Learning Dis-
ments, but in administration of standardized instruments, gathering additional data, Officers encouraging them prior to the abilities recently released the report, “The
and interpreting data to ensure that assessment is nondiscriminatory. Consider em- start of the 2009–2010 school year to State of Learning Disabilities 2009,” de-
ploying alternative models, such as the Cattell-Horn-Carroll (CHC) theory, in order develop, review, and revise as necessary tailing the status of children, adolescents,
to better document students’ strengths and weaknesses. An analysis of the cultural their states’ policies and guidelines on the and adults with learning disabilities (LD)
and linguistic demand of individual tasks is also critical. Finally, utilize curriculum- use of restraints and seclusion in schools. in the United States. The report dispels
and performance-based assessment to yield valid results and to provide thorough He also urged leaders to publicize these common myths about LD and provides
analysis of students’ responsiveness to evidence-based academic and behavioral policies so that administrators, teach- benchmark data to compare and con-
interventions that have been implemented with fidelity. ers, and parents can understand and trast how people with LD are faring in
As school psychologists, our goal is to ensure that only those individuals with consent to limited circumstances under school and work. See http://www.ncld
true disabilities requiring specialized instruction and supports are identified for which these techniques may be used, to .org/stateofld.
special education; children with other needs are more appropriately served through provide resources to successfully imple- Key findings from the report:
general education and other supports. Skiba, Knesting, and Bush (2002) defined ment the policies, and to hold school n■ The identification rate of school-age
nonbiased assessment as the “process of assessment that does not contribute to districts accountable for adhering to the students with LD has consistently
the overrepresentation of minority students in special education.” Indeed, school guidelines. Duncan further cited the use declined for the past 10 years
psychologists must acknowledge our responsibility to students and the significance of positive behavior intervention and sup- n■ Learning disabilities disproportion-
of our work for their educational trajectories. The labeling of children is neither a ports (PBIS) as an important preventive ately affect people living in poverty
simple nor insignificant act; we must remember that such decisions are ones that approach that can increase the capacity n■ People of all races are identified
have the potential to shape students’ entire lives. Consequently, we must recognize of the school staff to support children with LD at about the same rate (ex-
the uncertainty and subjectivity inherent in diagnoses, err on the side of profes- with complex behavioral needs, reduc- cept people of Asian descent, who
sional caution, and always be guided by ethics and best practice. ing the need for the use of restraint and are underrepresented)
seclusion. Committee Chairman George n■ Students with disabilities (including
ConCLusion Miller has pledged legislation that would those with LD) are more likely to be
CLD children should be acknowledged and supported as having distinct but positive protect students from abusive restraint retained in grades than their nondis-
cultures, concerns, and experiences, rather than marginalized by their overrepre- techniques, although at press time no pro- abled peers
sentation in special education. School psychologists have an ethical obligation to posed bills had been made public. n■ The cost of educating a student with
do what is good for children. Rather than focusing on their deficits, let us focus on LD is 1.6 times higher than a general
supporting the development of educational environments that enable all children Secretary Duncan’s press release: education student (compared with
to succeed. In future articles, we will delve more deeply into topics related to the http://www.ed.gov/news/ 1.9 for all students with disabilities)
disproportionate representation of students who are CLD in special education with pressreleases/2009/08/08032009a.html
a focus on effective practices for supporting all students. n diversity issues
Secretary Duncan’s Key Policy Letter:
references