PURPOSE Federal special education requirements specify that information districts must gather and review during the process of finding a student eligible for special education and developing a student's Individualized Education Program (IEP). The purpose of this tutorial is to describe the federal requirements related to evaluation and assessment and to apply best practices in assessment to those expectations, thereby enhancing teams' ability to identify students' strengths and needs, determine eligibility for services, and create high-quality IEPs. METHOD This tutorial includes a detailed review of the Individuals with Disabilities Education Act (IDEA) statute and regulations and the U.S. Department of Education guidance related to evaluation, assessment, and IEP development. The tutorial also reflects on an analysis of existing data regarding the identification of students with speech-language impairment in one state and a narrative review of the current literature related to assessment and its role in intervention planning. RESULTS The results indicate that the IDEA requires rigorous evaluation and assessment practices to determine eligibility (evaluation) and identify students' unique strengths and needs for intervention (assessment). By adhering to these requirements and employing evidence-based assessment practices, speech-language pathologists (SLPs) can be assured that they are gathering accurate and useful information. This information is fundamental to developing an IEP that will support students' acquisition of the knowledge and skills needed to progress in the general curriculum. CONCLUSIONS This tutorial reviews federal requirements related to assessment and links these with best practices in assessment, to facilitate compliance with federal evaluation requirements and IEP development in a manner that meets the needs of all students. SLPs can rely on the IDEA for guidance in completing their special education evaluations and assessments, using this as a framework for employing evidence-based assessment practices.

中文翻译：

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特殊教育评估：支持资格和干预的实践。


目的 联邦特殊教育要求规定，学区在寻找符合特殊教育资格的学生和制定学生的个性化教育计划 (IEP) 的过程中必须收集和审查信息。本教程的目的是描述与评估和评估相关的联邦要求，并将评估中的最佳实践应用于这些期望，从而增强团队识别学生的优势和需求、确定服务资格并创造高质量的能力IEP。方法 本教程详细回顾了《残疾人教育法》(IDEA) 法规和条例以及美国教育部与评价、评估和个别化教育计划 (IEP) 制定相关的指南。本教程还对有关识别某一州有言语障碍的学生的现有数据进行了分析，并对当前与评估及其在干预计划中的作用相关的文献进行了叙述性回顾。结果 结果表明，IDEA 需要严格的评估和评估实践来确定资格（评估）并确定学生的独特优势和干预需求（评估）。通过遵守这些要求并采用基于证据的评估实践，言语病理学家 (SLP) 可以确信他们正在收集准确且有用的信息。这些信息对于制定个别化教育计划至关重要，该个别化教育计划将支持学生获得普通课程进步所需的知识和技能。 结论 本教程回顾了与评估相关的联邦要求，并将这些要求与评估的最佳实践联系起来，以促进遵守联邦评估要求和满足所有学生需求的个别化教育计划（IEP）开发。 SLP 可以依靠 IDEA 来指导完成其特殊教育评估和评估，并将其用作采用循证评估实践的框架。