Which should be avoided in the assessment of a student for special education services?

• A. Using multiple data sources to make informed decisions
• B. Relying solely on standardized test scores for eligibility
• C. Including teacher observations as part of the assessment
• D. Considering parental input in the evaluation process

Answer: (B)

Relying solely on standardized test scores for eligibility is not advisable in the assessment of a student for special education services because it can provide a limited perspective on a student's abilities and challenges. Special education evaluations are meant to be comprehensive and multi-faceted, taking into account a variety of sources and types of data to ensure a holistic understanding of a student's needs.

Standardized test scores alone may not capture the full range of a student's skills, behaviors, and learning styles, as they often focus on specific academic competencies under timed conditions that may not reflect a student's true capabilities. Additionally, these tests can be influenced by various factors such as test anxiety, cultural differences, and language proficiency, which may not pertain to the student's overall learning potential or educational needs.

Comprehensive assessments typically involve a combination of methods, including observational data, teacher input, and examinations of student work, along with parental input. This multi-data approach helps ensure that decisions regarding a student's eligibility for special education services are well-informed and tailored to the individual needs of the student.