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Engaging Families in the Special Education Assessment Process

Engaging Families in the Special Education Assessment Process

Nikki Donnelly, Richard A. Price
Copyright: © 2023 |Pages: 24
ISBN13: 9798369313848|ISBN13 Softcover: 9798369348505|EISBN13: 9798369313855
DOI: 10.4018/979-8-3693-1384-8.ch006
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MLA

Donnelly, Nikki, and Richard A. Price. "Engaging Families in the Special Education Assessment Process." Meaningful and Active Family Engagement: IEP, Transition and Technology Integration in Special Education, edited by Millicent M. Musyoka and Guofeng Shen, IGI Global, 2023, pp. 113-136. https://doi.org/10.4018/979-8-3693-1384-8.ch006

APA

Donnelly, N. & Price, R. A. (2023). Engaging Families in the Special Education Assessment Process. In M. Musyoka & G. Shen (Eds.), Meaningful and Active Family Engagement: IEP, Transition and Technology Integration in Special Education (pp. 113-136). IGI Global. https://doi.org/10.4018/979-8-3693-1384-8.ch006

Chicago

Donnelly, Nikki, and Richard A. Price. "Engaging Families in the Special Education Assessment Process." In Meaningful and Active Family Engagement: IEP, Transition and Technology Integration in Special Education, edited by Millicent M. Musyoka and Guofeng Shen, 113-136. Hershey, PA: IGI Global, 2023. https://doi.org/10.4018/979-8-3693-1384-8.ch006

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Abstract

The purpose of this chapter is to provide guidance to effectively engage families in the special education assessment process. Educational personnel must engage families in special education assessments to make informed decisions about eligibility, goals, placement, and transitions for students with disabilities. The involvement of families in the assessment process is critical because their engagement can positively impact outcomes for their children with disabilities. Conversely, a lack of family engagement may have negative consequences, such as data not capturing family priorities, goals, or cultural values. This chapter aims to provide guidance to educational personnel on how to effectively engage families in the special education assessment process. Following the guidance provided in this chapter, readers can ensure that families are meaningfully included in the special education assessment process along the continuum of their child's educational career.

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