Entry Testing and the Overrepresentation of Romani ... - UR Research

R50PITFALLS AND BIASand Educational Counseling Services (Eröss et al. 2009). The OS Hungary Test Development publishing companyis the institution responsible for test development, sales, and consultation on the use of the instruments. 15The placement of children in particular schools can at times be construed as a case of conflicting interests amongprofessions and service providers. Educational Counseling Services operate out of particular schools, which makerecommendations for children to be tested by the Rehabilitation Committee, which in turn recommendsplacements at the schools operated by Educational Counseling Services. In these situations, there is a danger thatspecial schools and committees will prioritize increasing the populations of their respective schools over servingthe best interests of the child (Csépe 2009, 163).POLICY AND PRACTICE IN ASSESSMENTAs stated in the previous section, under Decree 14/1994, §22.4, a teacher may refer a child to the EducationalCounseling Service for assessment for school readiness. Even though parental consent is required to carry out thisassessment, the quality of the consent is problematic, with parents — especially those from disadvantagedcommunities — often not fully aware of the long-term consequences of placement in special education (Cliffordet al. 2004, 31; Farkas et al. 2007, 220). Nagy (2008) also observes that many Romani parents are not providedinformation when asked for their consent to assess their children for and subsequently place their children inspecial education.Access to kindergarten for Romani children is also a concern; although children can be denied admission to schools“only due to lack of space” (Act on Public Education, Article 66.4), what this means specifically is not clearlydefined in the law. Anecdotal evidence further suggests that kindergartens close to reaching capacity admit childrenfrom the ethnic majority children on a preferential basis while delaying the admission of Romani children (Farkaset al. 2007, 204). Children are also denied entry to kindergarten through the Rehabilitation Committee orEducational Counseling Service’s determination that they are not ready to begin compulsory schooling and shoulddefer enrollment. Consequently, Romani children enter schooling later than their non-Romani peers; in 2000,Roma accounted for most of the 25 percent of children in kindergarten aged six or older (Clifford et al. 2004, 37).The Hungarian government has made efforts to curb the disproportionate representation of disadvantaged andRomani children in special education schools and classes by distinguishing between children with organicand non-organic disabling conditions in the 2007 amendments to the Act on Public Education (Article 121.1.cc).Disabilities with organic origins include, among others, physical, sensory, intellectual, or speech impairments,15 Available online: http://oshungary.hu.