What did the Guadalupe v. Temple School District case determine about identifying students as ID?

The Guadalupe v. Temple School District case emphasized the importance of considering a student's primary language when identifying students for special education services, specifically regarding intellectual disabilities (ID). In this landmark decision, the court recognized that assessments must be culturally and linguistically appropriate to avoid outcomes that inaccurately label students due to language barriers or misunderstandings regarding their abilities.

This case underlined the necessity of using assessments that fairly evaluate the student's competencies, which includes recognizing the influence of their native language on test performance. Consequently, assessments must not merely reflect a student’s ability in a language they may not be fluent in, as this could lead to under-identification or misidentification of students who require support. This foundational principle promotes equity and accuracy in the identification process within the educational system.