International Journal of Humanities and Social Science

ISSN 2220-8488 (Print), 2221-0989 (Online) 10.30845/ijhss

The Assessment of Special Education Students: A North American Overview
Jinyan Huang, Amanda L. Adams, Jason Pudwill

There are a large and increasing number of students with learning disabilities at Pre-K-12 schools in North America. Policymakers, researchers, advocates, service providers, and parents have been pushing for improved identification of students who are eligible for special education services for years. Both the United States and Canada have tried to implement regulations that call attention to academic standards and achievement outcomes, including requiring students with learning disabilities to partake in state/province-wide and district-wide assessments with proper accommodations and adaptations if needed. Therefore, the examination of the issues in assessing special education students in both North American countries has important educational implications. This paper includes two major sections. The first section describes the current special education assessment laws, policies, and regulations in each country. The second section discusses issues, concerns, and implications for both research and practice in the field of assessing special education students.

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