State Testing and Assessments

Should your child with Down syndrome participate in state testing and assessments? This is a question faced by all parents of children in public school. Many parents may feel that it is unfair for their child to have to participate in state testing. After all the tests are designed for children without cognitive impairments. However, there is much more to this important topic that you may at first think.

When our daughter started school my immediate thought was to opt her out of the state testing. But after significant research on the subject, we are now adamant that she will be taking the state tests along with the rest of her class. What caused such a change of heart on this decision?

We came to understand that by expecting her to take the tests, the school is forced to educate her to the same standard as the rest of the students. Which is after all her legal right. If a parent allows the school to opt their child out of state testing, many schools will take this as an opportunity to give the child a very minimal education. So many negative stereotypes still exist about the ability of children with Down syndrome. Tashi is showing everyone, including us, just how much she can learn. Her reading is close to or at 1st grade level and she understands the concepts presented in math. There is no reason for her to not take the tests.

By setting the highest possible standards for our children we are giving them the opportunity to learn. Of course, material can be presented in a modified form, most typically broken down into smaller steps. Also, more individual attention and a program designed to accommodate the unique learning style of the child. But most children with DS are very capable and can learn what the other children are learning. By setting the standards higher, we are helping our children to a better future.

The decision to have your child included in state testing should be one that is discussed by the entire IEP team. Modifications for test taking should also be made. These may include a scribe for a child with poor handwriting skills, extra time to complete the test, breaking the test into smaller segments, and preferential seating, such as a quiet room.

Once your child is in school it is crucial that you educate yourself on the subject of state testing at the earliest possible time. Even when your child starts Kindergarten, you should have in mind that you are working towards you child participating in testing, and plan an academic program to support that. Schools that receive Title 1 funding, which includes most public schools, but always call you Board of Education to verify this fact, are held accountable for testing.

The school must report to the state about each and every student, including those with disabilities and how they were tested. A very small percentage of students in each school are able to take an alternative test. However, these alternative tests have to be reported to the state, and the school must explain their score and how these tests were constructed.

Parents must also know that the IEP team cannot exempt a disabled child from state assessments. IEP teams can determine how a child will be tested. If your child's school tries to force you into accepting alternative testing, think very hard before you accept. And read this excellent article, it is an extremely comprehensive and through, and will answer many questions you never even thought to ask! It is well worth the time, go to State Testing.

As parents we have to be prepared to be our child's biggest advocate. By insisting that our children be included in the state test we are making sure they are given every opportunity to succeed. Do not be alarmed if your child scores badly on a state test, many students do. This can actually be used in to your child's advantage. Once the scores are in, if you child scored poorly, set up a meeting with the IEP team to discuss programs to help. IDEA 2004 states that your child can receive programs based on "scientific research." This means the programs have to be reviewed by a panel of independent experts or be published in a peer reviewed journal. These standards are rigorous, objective and scientific. The school cannot just provide a program that is used for used for the rest of the students, or is convienient to them.

When your child receives an appropriate program, you will often see very good results. If you focus on getting your child the right programs from the very beginning, and allow them to take the tests, they will be prepared. Monitor their progress often, again through appropriate testing, and you can expect to see significant results. Also, be prepared to work at home to reinforce what your child is learning in school. It is key factor to be a very active participant in your child's education.