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Accountability for Services for Young Children With Disabilities and the Assessment of Meaningful Outcomes: The Role of the Speech-Language Pathologist

Robin Rooney
Frank Porter Graham Child Development Institute, Chapel Hill, NC

Contact author: Kathleen Hebbeler, SRI International, Center for Education and Human Services, 600 Mockingbird Place, Davis, CA 95616. E-mail: kathleen.hebbeler{at}sri.com.

Purpose: This article describes the federal accountability requirements related to young children with disabilities and the contribution of the speech-language pathologist (SLP) to provide these data through the use of authentic, functional assessments.

Method: The article summarizes recent state and federal developments related to assessment for accountability and draws on the recommendations of national organizations, including the American Speech-Language-Hearing Association, to underscore the importance of high-quality assessment for guiding practice and for documenting child outcomes for accountability.

Clinical Implications/Conclusion: The widespread use of recommended practices for assessment will provide children, families, and practitioners, including SLPs, with the highest quality assessment information, at the same time providing states and the federal government with much-needed valid data on child outcomes for accountability purposes.

KEY WORDS: early childhood special education, accountability, assessment

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				J. N. Kaderavek Perspectives From the Field of Early Childhood Special Education Lang Speech Hear Serv Sch, October 1, 2009; 40(4): 403 - 405. [Abstract] [Full Text] [PDF]