Having limited strength, vitality, or alertness, including a heightened alertness to environmental stimuli, that results in limited alertness with respect to the educational environment, that is due to chronic or acute health problems such as asthma, attention deficit disorder or attention deficit hyperactivity disorder, diabetes, epilepsy, a heart condition, hemophilia, lead poisoning, leukemia, nephritis, rheumatic fever, sickle cell anemia, and Tourette syndrome.
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.