Psychological test reports have been helpful in schools but there have been a number of problems associated with these assessments.
The major issues include:
- The tests used in assessments are clinical tools often used in special settings such as hospitals and Mental Health Clinics. The use of technical language is often not understood by parents or teachers. Arete Academic Solutions avoids the jargon making the report user-friendly so that they don’t end up unused.
- The findings and recommendations spelled out in the reports are only useful if they find direct expression in the child’s IEP and from there are translated into concrete plans for implementing the assessment findings. This requires a full understanding on the part of school personnel involved with the student and conscientious efforts to put recommendations into practice in the classroom.
- Many school boards have extended waiting lists for psycho-educational assessments; sometimes as many as 2,000 children are on hold. This may result in a year or more delay before your child is tested. Children can lose ground in their weak areas while waiting for further assessment. Without the test report it has been common practice to not proceed with the formal IPRC – Identification, Placement and Review Committee meeting – resulting in long delays before your child can be formally placed and receive the help he/she requires.
Psychoeducational assessment is made up of two types of testing: psychological assessment and educational assessment. Psychological testing, in general, measures potential not what has been learned. It clarifies the nature of the processing deficit. Educational assessment measures what has been learned in math, reading, spelling and other academic areas. Educational tests document how significantly the disability negatively impacts an individual.