A disturbed child exhibited one or more of the following characteristics over a long period of time and to a marked degree: an inability to learn which cannot be explained by intellectual, sensory, or health factors; an inability to build or maintain satisfactory interpersonal relationships with peers and teachers; inappropriate types of behavior or feelings under normal circumstances; general pervasive mood of unhappiness or depression; or a tendency to develop physical symptoms, pains, or fears associated with personal or school problems (Eli Bower, 1960; 1982).
Published in Chapter:
Redesigning Deficit-Laden Assessments for Neurodivergent Students
Sunghee Choi (University of California, Santa Barbara, USA), Rachel K. Schuck (University of California, Santa Barbara, USA), and Kara Imm (Hunter College, CUNY, USA)
Copyright: © 2022
|Pages: 28
DOI: 10.4018/978-1-7998-8860-4.ch008
Abstract
In this chapter, the authors deconstruct the deficit views inherent in special education assessment wherein marginalized, neurodivergent students receive stigmatizing labels and are often deprived of opportunities for quality instruction. The authors examine how eligibility criteria based on deficit views of disability are culturally biased and scientifically invalid. Then, the deficit perspective of Individualized Education Programs are analyzed to demonstrate how neurodivergent students and their families are isolated and objectified through this legal process. Lastly, as an alternative to the current assessment system, universally designed assessment is recommended to provide more accessible and flexible platforms for demonstrating students' knowledge and skills and to restore the lost connection between assessments and daily instruction.