INTODUCTION TO ASSESSMENT Chapter One CHAPTER OBJECTIVES Define
INTODUCTION TO ASSESSMENT Chapter One
CHAPTER OBJECTIVES • Define assessment • Understand the purpose of assessment • Know the professionals involved in the assessment process • List and define the classifications in special education as defined under IDEA • Know the 3 most common ways students are identified for the assessment process • Understand the covered methods of assessment • Have a general working knowledge of parental consent in the assessment process
Assessment • A process that involves collecting information about a student for the purpose of making decisions
Components of the Assessment Process • • • Collection Analysis Evaluation Determination Recommendation
Purpose of Assessment • Screening • Evaluation • Eligibility and Diagnosis • IEP Development • Instructional Planning – Progress Monitoring
IDEA 2004 The federal law that protects those in special education • Individuals with Disabilities Act of 2004 • Amendments to IDEA ’ 97
Members of Multidisciplinary Team • • • Regular education teacher School psychologist Special education evaluator Special education teacher Speech and language clinician Medical personnel (when appropriate) Social workers School/guidance counselor Parents School nurse Occupational and physical therapists
Disabling Conditions Under Federal Law • • Autism Deafness Deaf-Blindness Emotional Disturbance Hearing Impairment Mental Retardation Multiple Disabilities • Orthopedic Impairment • Other Health Impairment • Specific Learning Disability • Speech or Language Impairment • Traumatic Brain Injury • Visual Impairment
Three Ways Students Are Identified for Assessment
ONE • School personnel may suspect the presence of a learning or behavior problem and ask the student’s parents for permission to evaluate the student individually
TWO • The student’s classroom teacher may identify that certain symptoms exist within the classroom that seem to indicate the presence of some problem.
THREE • The student’s parents may call or write to the school or to the director of special education and request that their child be evaluated.
PARENTAL CONSENT
Components of a Comprehensive Assessment • • • An individual psychological evaluation… A thorough social history… A thorough academic history… A physical examination… A classroom observation An appropriate educational evaluation…
Components of a Comprehensive Assessment • • A functional behavioral assessment… A bilingual assessment… Auditory and visual discrimination tests Assessment of classroom performance Speech and Language evaluations… Physical and/or occupational evaluations… Interviewing the student…
Components of a Comprehensive Assessment • • Examining school records… Using information from checklists… Evaluating curriculum requirements… Evaluating the student’s type and rate of learning… • Evaluating skills… • Collecting ratings on teacher attitude…
THE END
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