Which of the following is a key principle of non-biased multi-disciplinary evaluation in special education, as outlined by the Individuals with Disabilities Education Act (IDEA)?

• A. Using a single measure from a test as the sole criterion for determining eligibility for special education services.
• B. Administering assessment instruments in the student's home language or primary mode of communication to avoid bias.
• C. Allowing special education teachers to administer and interpret IQ tests if necessary for the evaluation process.
• D. Relying solely on one type of data source to assess students' strengths and challenges.

Answer: (B)

The correct response emphasizes the importance of conducting assessments in a manner that is fair and reflective of the student's abilities, particularly in their home language or primary mode of communication. This approach is crucial in reducing cultural and linguistic biases that may otherwise impact the evaluation process. By ensuring that assessments are provided in a language or format that the student is most comfortable with, evaluators can gather more accurate and meaningful data regarding the student's capabilities, which is a fundamental principle of non-biased multi-disciplinary evaluation as outlined by the Individuals with Disabilities Education Act (IDEA).

This practice aligns with IDEA's mandate for schools to ensure that evaluations are comprehensive and consider the individual needs of each student. It recognizes the fact that language barriers can lead to misunderstandings of a student's true abilities, and addressing these barriers is a step toward providing equitable educational opportunities.

In the context of the other options, using a single measure or criterion, relying on one type of data, or allowing untrained personnel to interpret specialized assessments fail to capture the multifaceted nature of student learning and can lead to inaccurate or unfair determinations of eligibility for special services. Such approaches do not support the essence of a well-rounded evaluation process aimed at promoting fairness and accessibility in special education.