Assessment in Special Education A Practical Approach, 6th Edition Roger A Pierangelo Solution Manual

Instructor’s Manual Assessment in Special Education: A Practical Approach Sixth Edition

Roger Pierangelo Long Island University

George Giuliani Hofstra University

Contents Preface............................................................................................................................... iv Chapter 1: Introduction to Assessment ............................................................................... 1 Chapter 2: Methods of Assessment and Testing Considerations ........................................ 3 Chapter 3: Basic Statistical Concepts ................................................................................. 4 Chapter 4: Scoring Terminology Used in Assessment ........................................................ 6 Chapter 5: Legal, Ethical, and Professional Issues in Special Education Assessment ........ 8 Chapter 6: Cultural and Linguistic Diversity in Special Education Assessment ................... 9 Chapter 7: Response to Intervention (R T I) ......................................................................10 Chapter 8: Required Responsibilities in Screening and Assessment of Students ..............12 Chapter 9: The Child Study Team and Pre-referral Strategies ...........................................13 Chapter 10: The Multidisciplinary Team, and Parental Participation in the Assessment Process .............................................................................................................................14 Chapter 11: Assessment of Academic Achievement .........................................................16 Chapter 12: Assessment of Intelligence ............................................................................18 Chapter 13: Assessment of Behavior ................................................................................19 Chapter 14: Assessment of Perceptual Abilities ................................................................21 Chapter 15: Assessment of Speech and Language ...........................................................22 Chapter 16: Assessment of Hearing Loss and Evaluations for Physical and Occupational Therapy Needs..................................................................................................................23 Chapter 17: Early Intervention and Preschool Assessment ...............................................25 Chapter 18: Determining Whether a Disability Exists: Eligibility Criteria .............................26 Chapter 19: Writing A Comprehensive Educational Report in Special Education ..............28 Chapter 20: Preparation and Presentation of Test Results ................................................30 Chapter 21: Eligibility Procedures For Special Education Services ....................................31 Chapter 22: Development Of The I E P .............................................................................32

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Preface This instructor’s manual accompanies Assessment in Special Education: A Practical Approach (6th edition) by Pierangelo and Giuliani. It contains a brief summer as well as a lecture and outline discussion for each chapter. An additional test bank document contains both multiple choice and essay questions for each chapter.

Assessment in Special Education: A Practical Approach, sixth edition, continues to represent a new and unique direction in college textbooks. This book is the result of several years of marketing analysis and experience. The format for this text is based on your needs as a student to have a practical, user-friendly, and clearly comprehensible textbook that will be a valuable resource and reference once you enter the workplace. In our market research with undergraduate and graduate students, we found that •

91% of those interviewed felt that most college texts were very difficult to read

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87% found them difficult to understand

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74% felt that most texts contained irrelevant and useless charts and tables

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93% indicated that they could not see using the book as a practical reference tool after the course was over

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71% felt that the formats were overwhelming

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98% felt that most texts contained too much theory and not enough “practical information”

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90% normally sold back their textbooks at the end of the semester because they had no practical value and would “just sit on a shelf”

In this text, we have tried to provide you with a “real-world story” or process for the area of assessment that has a beginning, a middle, and an end. Many assessment texts we have reviewed have approximately 20 or more chapters that are not connected, but rather offer students fragments of the assessment process but never clearly show the overall process in a straight line—from the beginning to the end. Our goal for this text is to provide you with the practical tools necessary to understand the process of assessment in schools and to learn how to “put the pieces all together.”

Graduates of most assessment courses understand what constitutes validity and reliability, a description of the tests most often used in assessment, legal issues, and basic statistical terminology. Our textbook not only covers these areas, but also focuses on the practical application of assessment in schools with discussions of interpreting results, diagnosing a suspected disability, writing a professional report, making recommendations from the data, presenting results to parents, and attending the eligibility committee meetings. From our market research, this is where our book is unique.

Other practical features of this text include the following: •

Content that reflects the Individuals with Disabilities Education Improvement Act (IDEIA)

•

An overall practical focus to balance out the strong grounding in theory so necessary for understanding exceptionality

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Combined coverage of formal and informal assessment

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Coverage of assessment that spans infancy and preschool age through high school and into adulthood

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Thorough discussion of all the most up-to-date tests used in school systems iv .

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Comprehensive coverage of evaluation procedures for all areas of exceptionality

Opportunities to take test data and learn their practical application in both writing and recommendations •

Practical approaches to parent–teacher conferences and the sensitivity required in discussing test results with parents

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A step-by-step approach from identification of a high-risk child to appropriate placement

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An emphasis on the application of information to meet the individual, often unique, requirements of students with special needs

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Information about assessment vehicles, both formal and informal, to help you make informed decisions about which technique or tool is best for each student

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Numerous teaching–learning aids

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Samples of actual assessment, evaluation, and procedural forms utilized in school systems

After reading this textbook, you should have a thorough understanding of the assessment process in special education from start to finish. Assessment in special education is a step-bystep approach, and we have given you all the tools necessary to understand what really happens in the assessment process.

New to This Edition Besides the features addressed in the bulleted list above, Assessment in Special Education: A Practical Approach, sixth edition, has many new features. These include: NEW! All chapters now begin with Learning Outcomes that identify the concepts covered in each major section of the chapter and point out the expectations of accountability for learning those concepts. Learning Outcome quizzes and Application Exercises—key components of the Learning Management System available via the eText––measure your understanding of the learning outcomes and your ability to apply them.

NEW! Chapter 5 on Legal, Ethical, and Professional Issues in Special Education Assessment. In Chapter 5, we introduce you to specific legal, ethical, and professional issues in special education assessment. We describe the rights of parents in the educational decision making of their children and identify how to provide written notice to parents for special needs assessment and obtain parental consent. In Chapter 5, you will identify the procedures for initiating an evaluation for a child with a suspected disability and describe six I DEIA standards that comply with federal guidelines for special education evaluations. By the end of Chapter 5, you will learn how to defend ethical practices that enhance the integrity of test results.

NEW! Chapter 6 on Cultural and Linguistic Diversity in Special Education Assessment. In Chapter 6, we introduce you to cultural and linguistic diversity in special education and the significance of cultural competence when working with children with special needs and their parents. In Chapter 6, you will identify techniques and actions educators use to prepare for a multicultural assessment and describe factors that influence assessment of students from culturally and linguistically diverse backgrounds.

NEW! Chapter 8 on Required Responsibilities in Screening and Assessment of Students.

In Chapter 8, you will learn to identify the purpose of screening assessments and describe the process for using them. We describe the purpose of an initial evaluation, the procedures for getting one underway, and participants in the process. You will also learn about triennial evaluations, the purpose of a triennial evaluation, and who participates in this evaluation. v .

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NEW! Updates on All Test and Evaluation Measures Used in a Comprehensive Evaluation in the Special Education Process. Chapters 11 through 17 provide analyses of the most current, valid, reliable, and popular intelligence, academic achievement, behavioral, perceptual, speech and language, early childhood, hearing, and physical and occupational therapy assessment measures used in the special education process.

NEW! Updates on Eligibility for Special Education and the Requirements for Classification of a Child with a Suspected Disability. Chapters 18 through 22 provide updates on putting everything together and the special education requirements after doing an evaluation for a suspected disability. The latest information of eligibility in special education on all areas of classification and how the assessment process dictates classification are addressed, as well as updated references in all chapters covering the most current research in the field of assessment.

NEW! Updates on Writing a Professional Report. In Chapter 19, you will learn by a step-bystep process all the sections required in putting together a professional report. The chapter provides practical suggestions and numerous examples as well as a final professional report on a student that can be used as a template. The chapter also provides numerous guidelines for the presentation and format of a professional report.

NEW! Chapter 20 on Preparation and Presentation of Test Results. In Chapter 20, you will learn the practical preparation and presentation of test results to the Child Study Team, Eligibility Committee, and parents. The chapter will provide step-by-step checklists for preparation and professional presentation at the Annual Review, Triennial Review, and Eligibility Committee for test results of an initial evaluation for special education.

Key Content Updates by Chapter Chapter 1 Incorporated new and updated information on defining and understanding the purpose of assessment, landmark court cases, and federal legislation pertaining to special education and individuals with disabilities. Added information of basic principles about the Individuals with Disabilities Education Improvement Act (I DEIA) and the steps involved in the assessment process in special education.

Chapter 2 Added information on the importance of norm-referenced tests, standardization, and concerns surrounding standardized testing. Expanded explanations on the various informal measures of assessment and key issues surrounding testing considerations and the limitations of various kinds of testing.

Chapter 3 Updated examples on basic statistical terminology including scales of measurement, measures of central tendency, frequency, and range. Added information on the importance of the normal curve and how it can be used in the assessment process for decision making.

Chapter 4 Updated examples explaining the importance of scaled scores and standard scores and how they are used in reporting information during the assessment process. Added information on terminology used in reporting scores in assessment, including percentiles, stanines, T-scores, z-scores, age equivalents, and grade equivalents.

Chapter 5 Provides new information on specific legal, ethical, and professional issues in special education assessment. We describe the rights of parents in decision making about their children’s education and identify how to provide written notice to parents for special needs assessment and obtain parental consent. Chapter 5 shows you how to identify the procedures for initiating an evaluation for a child with a suspected disability and describes six IDEIA standards to comply with federal guidelines for special education evaluations. By the end of

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Chapter 5, you will learn how to defend ethical practices that enhance the integrity of test results.

Chapter 6 Introduces you to cultural and linguistic diversity in special education and the significance of cultural competence when working with children with special needs and their parents. Chapter 6 discusses techniques and actions educators use to prepare for a multicultural assessment and describes factors that influence assessment of students from culturally and linguistically diverse backgrounds.

Chapter 7 Added information on the purpose and importance of R TI, core principles of RTI, and the evaluation process to determine eligibility. Current references have been updated on identifying issues surrounding learning disabilities and RTI, the multitiered delivery of services for RTI, and quality indicators to ensure fidelity of implementation.

Chapter 8 Introduces you to the purpose of screening assessments and describes the process for using them. Chapter 8 discusses the purpose of an initial evaluation, details the procedures for getting one underway, identifies who might participate in initial evaluation, and explains the purpose of a triennial evaluation and who participates in this evaluation.

Chapter 9 Added information on the purpose and importance of the child study team and their initiation of a pre-referral process. Chapter 9 describes the sources of student information that inform child study team meetings and provides pre-referral strategies used most often in school systems.

Chapter 10 Added information on the purpose of the Multidisciplinary Team and the membership of it. Chapter 10 explains how a formal referral may be made for an evaluation and possible special education services for a child with a suspected disability and describes what happens next. Provides updated information on important principles of parental participation in the assessment process, including the important points of parent intakes and confidentiality.

Chapter 11 Provides descriptions of the latest and most current types of reading, writing, math, spelling, and comprehensive academic achievement tests. Chapter 11 includes new information on specific names of tests associated with academic achievement skills, including reading, writing, math, spelling, and comprehensive tests.

Chapter 12 Provides the latest and most current measures of intelligence when evaluating a child for a suspected disability and distinguishes among the differences for each test. Chapter 12 explains the importance of intelligence testing, its purpose, the meaning of IQ scores. Added information on the advantages and disadvantages of IQ testing, along with the controversy surrounding it.

Chapter 13 Provides the latest and most current measures of assessment regarding social and emotional development. Chapter 13 describes the purposes and processes for using observation and interviews to assess student behavior. Added information on the purpose of a functional behavioral assessment (FBA) and behavioral intervention plan (BIP) and how they are used for students with behavioral concerns.

Chapter 14 Provides the latest and most current measures of perceptual abilities when evaluating a child for a suspected disability and distinguishes among the differences for each test. Chapter 14 describes the learning process, the importance and purpose of perceptual evaluations in this process, and the relationship between visual perception and reading performance. Updated information on the relationship between auditory perception problems and speech and language development and the symptoms that may reflect these problems as well as the assessment measures that identify auditory perception problems.

Chapter 15 Provides the latest and most current assessment measures of speech and language when evaluating a child for a suspected disability and distinguishes among the vii .

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differences for each test. Chapter 15 describes the difference between speech and language, the impact that speech and language disorders have on students, and the different types of speech and language disorders.

Chapter 16 Provides possible causes of hearing impairment, levels of hearing loss, and the latest and most current assessment measures that can be used to evaluate a child with a suspected hearing loss. Chapter 16 includes new information on the various services and evaluations physical and occupational therapists conduct to assist a child with disabilities.

Chapter 17 Provides the latest and most current assessment measures of early intervention and preschool students. Added information on the importance of the I FSP and the various required parts under the federal law, I DEIA. Chapter 17 updates the goals and challenges of preschool assessments and the six standards of assessment materials used with young children, distinguishes the differences among various assessment measures employed for early intervention and early childhood evaluations.

Chapter 18 Updated the importance of eligibility requirements under the federal law and why special educators need to know them. Chapter 18 includes new sections distinguishing between high-prevalence and low-prevalence disabilities and the steps involved in eligibility criteria.

Chapter 19 Added a detailed step-by-step process for completing all the sections required in putting together a professional report. Chapter 19 provides practical suggestions, numerous examples, a final professional report on a student that can be used as a template, and guidelines for the presentation and format of a professional report.

Chapter 20 This new chapter provides practical preparation and presentation of test results to the Child Study Team, Eligibility Committee, and parents. Chapter 20 gives step-by-step checklists for preparation and professional presentation at the Eligibility Committee, Annual Review, and Triennial Review meetings.

Chapter 21 Updated the importance of the Eligibility Committee in special education, the members of the team making decisions, and information that the Eligibility Committee must have prior to meetings and the rationale for why everything is needed. Chapter 21 includes information on the various educational placement options under IDEIA and placement decisions regarding annual or triennial reviews for students with disabilities and potential declassification.

Chapter 22 Updated the required components and the purpose of an I EP as mandated under federal law (IDEIA). Chapter 22 includes new information on constructing a sample IEP, the requirements in each section, explanations of each section of an IEP, and the rationale for what it is mandated.

After reading this textbook, your students should have a thorough understanding of the assessment process in special education from start to finish. Assessment in special education is a step-by-step approach, and the goal of this text is to give you all the tools necessary to understand what really happens in the assessment process. In addition to the print text features, users of the e-text have access to a variety of resources described below:

Pearson eText, Learning Management System (L MS)-Compatible Assessment Bank, and Other Instructor Resources Pearson eText

The Pearson eText is a simple-to-use, mobile-optimized, personalized reading experience. It allows you to easily highlight, take notes, and review key vocabulary all in one place––even when offline. Seamlessly integrated videos and other rich media will engage you and give you viii .

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access to the help you need, when you need it. To gain access or to sign in to your Pearson eText, visit: http://www.pearson.com/pearson-etext. Features include: •

Video Examples Each chapter includes Video Examples that illustrate principles or concepts aligned pedagogically with the chapter. All of the video examples are YouTube videos carefully chosen because they deliver more in-depth understandings of I DEIA or provide details of various assessment instruments such as the W ISC-4 or the WIAT-IV. Other videos help you better understand specific special educator responsibilities such as how to perform a functional behavioral assessment or how to distinguish between speech and language disorders.

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Interactive Glossary All key terms in the eText are bolded and provide instant access to full glossary definitions, allowing you to quickly build your professional vocabulary as you are reading.

LMS-Compatible Assessment Bank With this new edition, all assessment types—quizzes and application exercises— are included in L M S-compatible banks for the following learning management systems: Blackboard (9780137545827), Canvas (9780137545834), D2L (9780137545858), and Moodle (9780137545872). These packaged files allow maximum flexibility to instructors when it comes to importing, assigning, and grading. Assessment types include: •

Learning Outcome Quizzes Each chapter learning outcome is the focus of a Learning Outcome Quiz that is available for instructors to assign through their Learning Management System. Learning outcomes identify chapter content that is most important for learners and serve as the organizational framework for each chapter. The higher-order, multiple-choice questions in each quiz will measure your understanding of chapter content, guide the expectations for your learning, and inform the accountability and the applications of your new knowledge. Each multiple-choice question includes feedback for the correct answer and for each distractor to help steer your learning.

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Application Exercises Each chapter provides opportunities to apply what you have learned through Application Exercises. These exercises are usually short-answer format and ask you to utilize the knowledge you have learned to constructively respond to case-based scenarios or IRIS modules. These exercises are meant to allow you practice determining what assessment or what practice to use to assess a student with a potential disability or serve a parent of a child with a disability. A model response written by an expert is provided to help guide your learning.

PowerPoint® Slides PowerPoint® slides are provided for each chapter and highlight key concepts and summarize the content of the text to make it more meaningful for students. These slides often also include questions and problems designed to stimulate discussion and to encourage students to elaborate and deepen their understanding of chapter topics.

Note: All instructor resources—LMS-compatible assessment bank, instructor’s manual, and PowerPoint slides are available for download at http://www.pearsonhighered.com. Use one of the following methods:

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From the main page, use the search function to look up the lead author, or the title. Select the desired search result, then access the “Resources” tab to view and download all available resources.

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From the main page, use the search function to look up the I SBN (provided above) of the specific instructor resource you would like to download. When the product page loads, access the “Downloadable Resources” tab.

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Chapter 1: Introduction to Assessment

Chapter 1: Introduction to Assessment Brief Summary Chapter 1 presents students with a general overview of assessment. After reading this chapter, your students should be able to do the following: ➢ Define and understand the purpose of assessment ➢ Distinguish the various landmark court cases and federal legislation pertaining to special education and individuals with disabilities: Brown v. Board of Education of Topeka, Kansas Section 504 of the Vocational Rehabilitation Act P.L. 94-142: The Education of All Handicapped Children Act P.L. 99-457: Education of the Handicapped Act Amendments of 1986 P.L. 101-476: The Individuals with Disabilities Education Act (IDEA) P.L. 105-17: The Individuals with Disabilities Education Act of 1997 P.L. 108-446: The Individuals with Disabilities Education Improvement Act of 2004 ➢ Describe basic principles about the Individuals with Disabilities Education Improvement Act (IDEA). ➢ Identify the steps involved in the assessment process in special education

Lecture and Discussion Outline I.

Overview of Assessment

II.

Stages of Assessment Collection A. Collection B. Analysis C. Evaluation D. Determination E. Recommendations

III.

Purpose of Assessment A. Screening and identification of suspected disabilities B. Evaluation C. Eligibility and diagnosis D. IEP development and placement E. Instructional planning

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Chapter 1: Introduction to Assessment

IV.

Federal Legislation and Landmark Court Cases in Special Education A. Overview B. 1960s and John F. Kennedy C. PARC v. Commonwealth of Pennsylvania (1972) D. Mills v. Board of Education of District of Columbia (1972) E. Section 504 of the Rehabilitation Act F. P.L. 94-142: The Education for All Handicapped Children Act G. Public Law 99-457, the Education of the Handicapped Act Amendments H. Individuals with Disabilities Education Improvement Act

V.

The Individuals with Disabilities Education Improvement Act A. Overview B. Purpose of I DEIA C. Understanding I DEIA Citations D. Classifications under IDEIA E. Prevalence of Children Receiving Special Education Services under I DEIA

VI.

Overview of the Assessment Process A. Identification of Children B. Full and Individual Evaluation of the Child by a Multidisciplinary Team C. Determination of Eligibility for Special Education D. Scheduling an I EP Meeting E. Holding the I EP Meeting and then Writing the I EP F. Providing Special Education and Related Services to the Student G. Progress Monitoring H. IEP Is Reviewed I. Child Is Reevaluated

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Chapter 2: Methods of Assessment and Testing Considerations

Chapter 2: Methods of Assessment and Testing Considerations Brief Summary Chapter 2 discusses various formal versus informal methods of assessment. After reading this chapter, your students should be able to ▪

Recognize the importance of norm-referenced tests, standardization, and concerns surrounding standardized testing.

▪

Describe the various informal measures of assessment.

▪

Identify issues surrounding testing considerations and describe the limitations of various kinds of testing.

I.

Norm-Referenced Tests A. Norm-Referenced Tests B. Norm Group C. Basal Levels D. Ceiling Levels E. Norming Group F. Standardization G. Standardized Tests H. Concerns and Criticisms of Standardized Testing

II.

Informal Assessment A. Criterion-Referenced Tests B. Standards-Referenced Tests C. Ecological Assessment D. Curriculum-Based Assessment (CBA) E. Curriculum-Based Measurement (CBM) F. Dynamic Assessment G. Portfolio Assessment H. Authentic/Naturalistic I. Performance-Based Assessment J. Task Analysis K. Outcome-Based Assessment L. Learning Styles Assessment

III.

Selecting an Appropriate Instrument

IV.

Limitations of Testing 3 .

Chapter 3: Basic Statistical Concepts

Chapter 3: Basic Statistical Concepts Brief Summary Statistics! Just this one 10-letter word by itself tends to instill more fear and anxiety in undergraduate and graduate students than any other word we know. We have learned from our experience as college professors that when we say we are going to cover statistics in our assessment courses, responses from students will be: ▪

Can we take this course pass/fail?

▪

What is the latest date to drop the course?

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I hate math—I always get confused!

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Do we really have to know this? If so, how come?

The fact is, whether your students are avid fans of statistics or generally do not enjoy it, you have to teach statistics when you are teaching a course in special education assessment. Statistics play a vital role in the understanding of disability awareness.

Although there are numerous reasons for students know statistics, of primary importance to special educators is that without a proper understanding of it, you can’t interpret test results.

When working with large sets of data it is important that they be organized in a fashion that makes some sense to the reader. In special education, this done through methods known as descriptive statistics. Descriptive statistics summarize and describe data. In this chapter, we discuss basic descriptive statistics used every day in special education.

After reading this chapter, your students should be able to: ▪

Recognize and use basic statistical terminology including scales of measurement, measures of central tendency, frequency, and range.

▪

Identify the importance of the normal curve and how it can be used in the assessment process for decision making.

▪

Distinguish among the different types of correlations and understand the meanings of correlation coefficients.

Lecture and Discussion Outline I.

Overview Of Statistics

II.

Scales of Measurement

III.

Measures of Central Tendency A. Mean 1. Calculation of the Mean 2. Statistical model problems 4 .

Chapter 3: Basic Statistical Concepts

B. Median 1. Calculation of the Median 2. Statistical model problems C. Mode 1. Calculation of the Mean 2. Statistical model problems

IV.

Frequency Distribution A. Creating a frequency distribution B. Model problems

V.

Range A. Calculation of the range B. Statistical model problems

VI.

Variance A. Calculation of the Variance B. Statistical model problems

VII.

Standard Deviation A. Calculation of Standard Deviation B. Normal Curve C. Statistical model problems

VIII.

Skewed Distributions A. Positively skewed distribution B. Negatively skewed distribution

IX.

Correlations A. Types of correlations B. Correlations range from +1.00 to −1.00.

C. Correlations do not indicate cause and effect D. Practice problem

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Chapter 4: Scoring Terminology Used in Assessment

Chapter 4: Scoring Terminology Used in Assessment Brief Summary Chapter 4 focuses on calculation of age and scoring terminology used in the assessment process. After reading this chapter, your students should be able to: ▪

Apply the steps involved in the calculation of age for students during the assessment process.

▪

Identify the importance of scaled scores and standard scores and how they are used in reporting information during the assessment process.

▪

Recognize the importance of terminology used in reporting scores in assessment, including percentiles, stanines, T-scores, z-scores, age equivalents, and grade equivalents.

Lecture and Discussion Outline I.

Calculation of Age A. Overview B. Calculation of Days C. Calculation of Months D. Calculation of Years E. Model problems F. Practice Problems

II.

Raw Scores A. Overview B. Importance of Raw Scores

III.

Percentile Ranks (Percentiles) A. Overview B. Quartiles C. Deciles D. Concerns about percentiles

IV.

Standard Scores A. Overview B. Standard scores and I Q C. Classifications and standard scores D. Types of standard scores 6 .

Chapter 4: Scoring Terminology Used in Assessment

V.

z-Scores A. Overview B. Mathematical formula for calculating z scores

VI.

T-Scores A. Overview B. Mathematical formula for calculating T scores

VII.

Stanines A. Overview B. Mathematical formula for calculating stanines

VIII.

Comparing z-scores, T-scores and Stanines

IX.

Age Equivalent Scores

X.

Grade Equivalent Scores

XI.

Concluding Remarks

XII.

Practice Problems and Answers

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Chapter 5: Legal, Ethical, and Professional Issues in Special Education Assessment

Chapter 5: Legal, Ethical, and Professional Issues in Special Education Assessment Brief Summary Chapter 5 focuses on the many legal, ethical, and professional issues that educators face in the field of special education assessment. After reading this chapter, your students should be able to: ▪

Recognize the rights of parents in the educational decision making of their children and identify how to provide written notice to parents for special needs assessment and to obtain parental consent.

▪

Identify the procedures for initiating an evaluation for a child with a suspected disability and describe six I DEIA standards to comply with federal guidelines for special education evaluations.

▪

Defend ethical practices that enhance the integrity of test results.

Lecture and Discussion Outline I.

The Role of Parents in Educational Decision Making A. Parental Rights of Participation B. Prior Written Notice C. Parental Consent

II.

Procedures for Special Education Evaluations A. Initial Evaluations B. Six Evaluation Standards under I DEIA

III.

Ethical Considerations in Special Education Testing A. Overview

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Chapter 6: Cultural and Linguistic Diversity in Special Education Assessment

Chapter 6: Cultural and Linguistic Diversity in Special Education Assessment Brief Summary Chapter 6 focuses on defining the cultural and the importance of understanding the significance of being culturally competent. A focus on multicultural assessment is offered. After reading this chapter, your students should be able to: ▪

Define culture and recognize cultural and linguistic diversity among learners.

▪

Describe the significance of cultural competence when working with children with special needs and their parents.

▪

Identify techniques and actions educators use to prepare for a multicultural assessment.

▪

Describe factors that influence assessment of students from culturally and linguistically diverse backgrounds.

Lecture and Discussion Outline I.

Cultural and Linguistic Diversity A. Culture B. Culturally and Linguistically Diverse Students

II.

Cultural Competence A. Students with Disabilities and Cultural Diversity B. Recognizing Cultural Bias C. Testing Free from Cultural Bias

III.

Multicultural Assessment A. Assessment and Communication with Parents from Cultural and Linguistically Diverse Backgrounds B. Support Parents as They Learn How to Participate in the System

IV.

Factors Influencing the Assessment of English Language Learners A. Bias and the Assessment of Students from Culturally and Linguistically Diverse Backgrounds B. English Proficiency C. Assessment Bias D. Being Mindful of Cultural Differences in the Assessment Process

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Chapter 7: Response to Intervention (RTI)

Chapter 7: Response to Intervention (RTI) Brief Summary The Response to Intervention (RTI) process is a multitiered approach to providing services and interventions to struggling learners at increasing levels of intensity. RTI can be used for making decisions about general, compensatory, and special education, creating a well-integrated and seamless system of instruction and intervention guided by child outcome data. RTI calls for early identification of learning and behavioral needs, close collaboration among teachers and special education personnel and parents, and a systemic commitment to locating and employing the necessary resources to ensure that students make progress in the general education curriculum. R TI is an initiative that takes place in the general education environment. This chapter focuses on RTI and provides your students with a general working knowledge of what it is, its importance, and the various stages involved. After reading this chapter, your students should be able to: ▪

Recognize the purpose and importance of RTI.

▪

Describe the core principles of RTI and the evaluation process to determine eligibility.

▪

Identify issues surrounding learning disabilities and RTI.

▪

Compare and contrast the multitiered delivery of services for RTI

▪

Recognize the importance of fidelity in RTI and the quality indicators to ensure fidelity of implementation.

Lecture and Discussion Outline I.

Overview of Response to Intervention (RTI) A. Purpose of RTI B. Importance of RTI C. Core Principles of RTI D. RTI and the Assessment Process

II.

Learning Disabilities and I DEIA A. Rationale for Replacing the Discrepancy Model with R TI B. Major Issues Related to the Use of the Concept of Achievement-Ability Discrepancy C. Why RTI was Considered in the Process of SLD Determination D. The Role RTI Should Play in the Identification of Children with Specific Learning Disabilities E. How Does RTI Fit into the Determination of LD Process?

10 .

Chapter 7: Response to Intervention (RTI)

III.

Multitiered Service Delivery Model A. Tier I B. Tier II C. Tier III

IV.

Parent Involvement and Important Component for Successful R T I Programs

V.

Fidelity A. Definition of Fidelity B. Quality Indicators to Ensure Fidelity of Implementation

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Chapter 8: Required Responsibilities in Screening and Assessment of Students

Chapter 8: Required Responsibilities in Screening and Assessment of Students Brief Summary Assessing students in either the intellectual or behavioral domain is a responsibility of the special educator. This chapter focuses on this process, with emphasis given to three specific procedural forms of testing: screening assessments, initial evaluations, and triennial valuations. After reading this chapter, your students should be able to: ▪

Identify the purpose of screening assessments and describe the process for using them.

▪

Discuss the purpose of an initial evaluation, determine the procedures for getting one underway, and identify who might participate in initial evaluations.

▪

Explain the purpose of a triennial evaluation and who participates in this evaluation.

Lecture and Discussion Outline I.

Screening Assessments A. Screening Students for Basic Skill Levels

II.

Initial Evaluation

III.

Triennial Evaluation A. Parental Participation during the Triennial Evaluation

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Chapter 9: The Child Study Team and Pre-referral Strategies

Chapter 9: The Child Study Team and Prereferral Strategies Brief Summary Chapter 9 focuses on the Child Study Team and the various pre-referral procedures used in school systems. After reading this chapter, your students should be able to: ▪

Recognize the purpose and importance of the child study team and their initiation of a pre-referral process.

▪

Describe the sources of student information that inform child study team meetings.

▪

Identify pre-referral strategies used most often in school systems.

Lecture and Discussion Outline I.

The Child Study Team A. Pre-referral Meetings B. Examples of Referral Forms to the CST

II.

The Child Study Team Meeting A. Student Work B. Other Sources of Student Information

III.

Recommendations by the Child Study Team—Pre-Referral Strategies A. Pre-referral Intervention Strategies B. Informal Assessment Techniques

13 .

Chapter 10: The Multidisciplinary Team, Testing Considerations and Parental Participation in the Assessment Process

Chapter 10: The Multidisciplinary Team, and Parental Participation in the Assessment Process Brief Summary Chapter 10 focuses on the multidisciplinary team (M DT) and parental participation in the assessment process. After reading this chapter, your students should be able to: ▪

Describe the purpose of the Multidisciplinary Team and the membership of it.

▪

Explain how a formal referral may be made for an evaluation and possible special education services for a child with a suspected disability and describe what happens next.

▪

Distinguish among the various assessment options of the Multidisciplinary Team.

▪

Identify important principles of parental participation in the assessment process, including the important points of parent intakes and confidentiality.

Lecture and Discussion Outline I.

Overview and Purpose of Multidisciplinary Team (M DT) A. Multidisciplinary Team (MDT) B. Multifactor Team (MFT) C. School-Based Support Team (S BST)

II.

Formal Referral for a Suspected Disability A. The Contents of a Referral to the M DT B. Initial Referral to the MDT from the School Staff C. Initial Referral to the MDT from a Parent D. Assessment Plans—Consent for Evaluation

III.

Assessment Options of the Multidisciplinary Tea A. Academic Achievement Evaluation B. Intellectual and Psychological Evaluation C. Perceptual Evaluation D. Speech and Language Evaluation E. Occupational Therapy Evaluation F. Physical Therapy Evaluation

IV.

Parental Participation in the Assessment Process A. Parent Intakes and Interviews 14 .

Chapter 10: The Multidisciplinary Team, Testing Considerations and Parental Participation in the Assessment Process

B. Confidentiality

15 .

Chapter 11: Assessment of Academic Achievement

Chapter 11: Assessment of Academic Achievement Brief Summary Chapter 11 examines all of the various issues surrounding assessment of educational achievement in special education. It focuses on what to expect on tests of reading, spelling, writing, mathematics, and comprehensive achievement tests that are available to special educators today. After reading this chapter, your students should be able to: ▪

Compare the purposes of various academic achievement tests in reading and the skills they measure.

▪

Identify and contrast specific tests associated with academic achievement skills in written expression.

▪

Describe the purposes of various academic achievement tests in mathematics.

▪

Recognize similarities and differences among the various types of comprehensive achievement tests designed to measure academic skills or deficiencies in reading, spelling, writing, mathematics, or academic knowledge such as in science or social studies.

Lecture and Discussion Outline I.

Overview of Achievement Tests

II.

Academic Achievement Tests for Reading A. Oral Reading B. Reading Comprehension C. Word-Recognition Skills D. Word Attack Skills E. Summary of Reading Assessment F. Reading Assessment Measures

III.

Academic Achievement Tests for Written Expression A. Handwriting B. Spelling C. Tests of Written Language

IV.

Achievement Tests in Mathematics A. Analysis and Interpretation of Math Skills B. Assessment of Mathematical Abilities

16 .

Chapter 11: Assessment of Academic Achievement

V.

Comprehensive Tests of Educational Achievement

17 .

Chapter 12: Assessment of Intelligence

Chapter 12: Assessment of Intelligence Brief Summary Chapter 12 discusses the importance of intelligence testing in the special education process. After reading this chapter your students should be able to: ▪

Recognize the importance of intelligence testing, its purpose, and the meaning of IQ scores.

▪

Describe the advantages and disadvantages of I Q testing, along with the controversy

Lecture and Discussion Outline I.

Overview of Intelligence

II.

The Purpose of Intelligence Testing A. IQ Scores

III.

Advantages and Disadvantages of IQ Testing and IQ Scores

IV.

Measures of Intellectual Ability A. The Wechsler Scales of Intelligence B. Other Measures of Intelligence

18 .

Chapter 13: Assessment of Behavior

Chapter 13: Assessment of Behavior Brief Summary Chapter 13 focuses on the assessment of behavior. After reading this chapter your students should be able to: ▪

Describe the purposes and processes for using observation and interviews to assess student behavior.

▪

Recognize and understand various behaviors that may be exhibited by a student during the assessment process.

▪

Identify the various measures of assessment regarding social and emotional development.

▪

Describe the purpose of a functional behavioral assessment (F BA) and behavioral intervention plan (B IP) and how they are used for students with behavioral concerns.

Lecture and Discussion Outline I.

Overview

II.

Assessing Problem Behavior

III.

Observation A. Observation of a specific situation B. Interviews

IV.

Understanding a Student’s Behavior during Assessment A. Adjustment to the Situation B. Reaction Time C. Nature of Responses D. Verbalizations E. Organizational Approach Used during Testing F. Adaptability G. Attitude

V.

Assessing Emotional and Social Development A. Psychological Tests B. Apperception Tests C. Sentence Completion Tests D. Rating Scales

19 .

Chapter 13: Assessment of Behavior

VI.

Assessment of Adaptive Behavior

VII.

Functional Behavioral Assessment

VIII.

Behavioral Intervention Plans

20 .

Chapter 14: Assessment of Perceptual Abilities

Chapter 14: Assessment of Perceptual Abilities Brief Summary Chapter 14 focuses on the importance of assessment of perceptual abilities in the special education process. After reading this chapter, your students should be able to: ▪

Describe the learning process and the importance and purpose of perceptual evaluations in this process.

▪

Describe the relationship between visual perception and reading performance and identify the symptoms of and assessment measures that determine visualmotor perception problems.

▪

Describe the relationship between auditory perception problems and speech and language development and recognize the symptoms that may reflect and the assessment measures that identify auditory perception problems.

▪

Identify various comprehensive measures of perceptual abilities when evaluating a child for a suspected disability and distinguish among the differences for each test.

Lecture and Discussion Outline I.

The Learning Process A. Overview B. The Purpose of Perceptual Evaluations

II.

Visual Perception A. Overview B. Diagnostic Symptoms for Visual Perceptual Problems C. Assessment of Visual Perception

III.

Auditory Perception A. Overview B. Diagnostic Symptoms for Auditory Perceptual Problems C. Assessment of Auditory Perception

IV.

Comprehensive Measures of Perceptual Abilities

21 .

Chapter 15: Assessment of Speech and Language

Chapter 15: Assessment of Speech and Language Brief Summary Chapter 15 focuses on the importance of assessment of speech and language in the special education process. After reading this chapter your students should be able to: ▪

Describe the difference between speech and language and the impact that speech and language disorders have on students.

▪

Recognize the different types of speech disorders and what distinguishes them from each other.

▪

Recognize the different types of language disorders and what distinguishes them from each other.

▪

Identify the various assessment measures of speech and language when evaluating a child for a suspected disability and distinguish among the differences for each test.

Lecture and Discussion Outline I.

Distinguishing Speech and Language A. Developmental Expectations and Milestones of Speech and Language B. Educational Implications

II.

Speech Disorders A. Speech Fluency Problems B. Voice Problems

III.

Language Disorders

IV.

Assessment Measures of Speech and Language

22 .

Chapter 16: Assessment of Hearing Loss and Evaluations for Physical and Occupational Therapy Needs

Chapter 16: Assessment of Hearing Loss and Evaluations for Physical and Occupational Therapy Needs Brief Summary Chapter 16 discusses assessment as it pertains to hearing loss as well as evaluations for physical and occupational therapy needs. After reading this chapter your students should be able to: ▪

Identify the possible causes of hearing impairment, levels of hearing loss, and assessment measures that can be used to evaluate a child with a suspected hearing loss.

▪

Identify the various services and evaluations physical and occupational therapists conduct to assist a child with disabilities.

Lecture and Discussion Outline I.

Assessment of Hearing A. Overview 1. Deafness 2. Hearing impairment B. Causes of Hearing Impairments 1. Conductive Hearing Loss 2. Sensorineural Hearing Loss 3. Mixed Hearing Loss 4. Functional Hearing Loss 5. Central Auditory Disorders C. Degrees of Hearing Impairment 1. Degree of decibel loss 2. Resulting impairment 3. Hearing loss D. Audiometric Tests 1. Audiometric Evaluation Measures 2. Special Audiometric Tests E. Assessment Measures

II.

Physical and Occupational Therapy Assessment A. Evaluations and Assessment Areas B. The Therapist’s Many Roles 23 .

Chapter 16: Assessment of Hearing Loss and Evaluations for Physical and Occupational Therapy Needs

C. Physical and Occupation Therapy Assessment Measures

24 .

Chapter 17: Early Intervention and Preschool Assessment

Chapter 17: Early Intervention and Preschool Assessment Brief Summary Chapter 17 focuses on the importance of assessment and education in the birth to 5year-old population. After reading this chapter, you should be able to: ▪

Describe the five stages of the assessment and evaluation process for early intervention.

▪

Describe the importance of the I FSP and identify the various required parts under the federal law, I DEIA.

Lecture and Discussion Outline I.

Early Intervention A. Eligibility Criteria for Early Intervention Services B. Evaluation of Infants and Toddlers for Early Intervention Services

II.

Individualized Family Service Plans (IFSP) A. Purpose of the Initial I FSP Process B. Early Intervention Services Available to Infants and Toddlers C. IFSP Reviews D. Transition from Early Intervention to Preschool Settings

III.

Preschool Assessment A. The Challenge of Preschool Assessment B. Working with Families in Early Intervention and Early Childhood Assessment C. Early Intervention and Early Childhood Assessment Measures

25 .

Chapter 18: Determining Whether a Disability Exists: Eligibility Criteria

Chapter 18: Determining Whether a Disability Exists: Eligibility Criteria Brief Summary In this chapter you will learn about the eligibility criteria for each of the 13 I DEIA disabilities. After reading this chapter, you should be able to: ▪

Recognize the importance of eligibility requirements under the federal law and why special educators need to know them.

▪

Identify the definitions and understand the meanings of each of the IDEIA classifications for high-prevalence disabilities and discuss the steps involved in eligibility criteria.

▪

Identify the definitions and understand the meanings of each of the IDEIA classifications for low-prevalence disabilities and discuss the steps involved in eligibility criteria.

Lecture and Discussion Outline I.

Diagnosing a Disability

II.

Overview of Special Education Eligibility A. Prevalence

III.

IDEIA Definitions and Eligibility Criteria for High-Prevalence Disabilities A. Specific Learning Disabilities B. Speech and Language Impairments C. Other Health Impairments D. Autism E. Developmental Delay F. Emotional Disturbance G. Intellectual Disabilities H. Multiple Disabilities I. Hearing Impairments J. Orthopedic Impairments K. Traumatic Brain Injury L. Visual Impairment M. Deaf-Blindness

26 .

Chapter 18: Determining Whether a Disability Exists: Eligibility Criteria

IV.

IDEIA Definitions and Eligibility Criteria for Low-Prevalence Disabilities A. Multiple Disabilities B. Hearing Impairments C. Orthopedic Impairments D. Traumatic Brain Injury E. Visual Impairment F. Deaf-Blindness

27 .

Chapter 19: Writing A Comprehensive Report in Special Education

Chapter 19: Writing A Comprehensive Educational Report in Special Education Brief Summary Writing a report is not a simple task. It takes knowledge and skill because it is being written for parents, teachers, and administrators. After reading Chapter 19, your students should be able to: ▪

Identify practical guidelines important to use when writing a comprehensive educational report in special education.

▪

Describe and elaborate on the sections that should be included in a comprehensive educational report for special education.

▪

Explain how each element in a model comprehensive educational report informs the recommendations for the school, teachers, and parents/guardians of a child who has been identified as qualifying for special education.

Lecture and Discussion Outline I.

Report Writing A. Practical Guidelines for Report Writing

II.

Criteria for Writing a Comprehensive Report A. Identifying Data 1. Overview 2. Model examples B. Reason for Referral 1. Overview 2. Model examples C. Background History 1. Overview a. Family History b. Developmental History c. Academic History d. Social History 2. Model example D. Behavioral Observations E. Test Results

III.

Writing Test Results

28 .

Chapter 19: Writing A Comprehensive Report in Special Education

A. Recommendations IV.

The Model Report A. Reason for Referral B. Background History C. Behavioral Observations D. Tests and Procedures Administered E. Test Results F. Report Conclusions

29 .

Chapter 20: Preparation and Presentation of Test Results

Chapter 20: Preparation and Presentation of Test Results Brief Summary Chapter 20 focuses on the preparation and presentation of test results. After reading this chapter your students should be able to: ▪

Describe the process for preparing and presenting test results to the Child Study Team, parents, and the Eligibility Committee.

▪

Identify the purpose for and the process for an Annual Review.

▪

Explain the triennial review process including parent notifications and the required materials.

Lecture and Discussion Outline I.

Preparation and Presentation of Test Results for the Child Study Team and Parents A. Report to the Child Study Team (C ST) B. Comprehensive Assessment Test Results C. Presentation of Test Results to Parents D. Presentation for the Eligibility Committee

II.

Preparation and Presentation for the Annual Review A. Purpose of the Annual Review B. Participants at the Annual Review C. Preparing for the Annual Review Meeting

III.

Preparation for the Triennial Review Process A. Parent Notification B. Triennial Review: Required Materials

30 .

Chapter 21: Eligibility Procedures For Special Education Services

Chapter 21: Eligibility Procedures For Special Education Services Brief Summary Chapter 21 focuses on the preparation for the presentation of the case, the Eligibility Committee, classification, and placement. After reading this chapter your students should be able to: ▪

Discuss the importance of the Eligibility Committee in special education and the members of the team making decisions.

▪

Identify important information that the Eligibility Committee must have prior to meetings and the rationale for why everything is needed.

▪

Describe the various educational placement options under I DEIA.

▪

Apply placement decisions to making decisions regarding annual or triennial reviews for students with disabilities and potential declassification.

Lecture and Discussion Outline I.

The Eligibility Committee A. Members of the Eligibility Committee B. Responsibilities of the Eligibility Committee C. IDEIA and Eligibility Committee Meetings

II.

Developing the Information Packet for the Eligibility Committee

III.

The Eligibility Committee Meeting and Placement Options A. Presentation to the E C by the Special Education Teacher as Educational Evaluator B. Least Restrictive Education Placement Considerations according to I DEIA C. LRE Facility or Program Decision D. Appealing the Decision of the Eligibility Committee

IV.

Special Meetings of the Eligibility Committee A. Presentation to the E D: The Special Education Teacher as Classroom Teacher B. The Annual Review C. The Triennial Review D. Declassifying a Child in Special Education

31 .

Chapter 22: Development Of The IEP

Chapter 22: Development Of The IEP Brief Summary Chapter 22 focuses on the Individualized Education Plan (I EP). After reading this chapter your students should be able to: ▪

Recognize the required components and the purpose of an I EP as mandated under federal law (IDEIA).

▪

Construct a sample IEP, know what is required to be in each section, and provide an explanation of each section of an IEP and the rationale for what is mandated.

Lecture and Discussion Outline I.

The Individual Education Plan A. Components to Be Included in the I EP B. Understanding the I EP

II.

Sample IEP A. Section 1—Background Information B. Section 2—Present Levels of Educational Performance and Individual Needs C. Section 3—Long-Term Adult Outcome Statement D. Section 4—Measurable Annual Goals and Short-Term Instructional Objectives E. Section 5—Special Education Programs and Related Services/Program Modifications F. Section 6—Participation in General Education Classes and Nonacademic and Extracurricular Activities G. Section 7—Participating Agencies for Students Who Require Transition Services H. Section 8—Coordinated Set of Activities Leading to Long-Term Adult Outcomes I. Section 9—Graduation Information for Secondary Students J. Summary of Selected Recommendations K. Reporting Progress to Parents

32 .