Understanding Assessment in the Special Education Process : A Step-by-Step Guide for Educators
by Roger PierangeloFormat: Paperback
Pub. Date: 2007-11-13
Publisher(s): Corwin Pr
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Summary
This handbook explains applicable federal regulations and clarifies the referral, assessment, and evaluation process that helps determine student eligibility for special education and related services.
Table of Contents
| About the Authors | |
| Acknowledgments | |
| Introduction | |
| Understanding Assessment and Special Education Assessment | |
| Importance of Assessment | |
| Purpose of Assessment | |
| The Difference Between Testing and Assessment | |
| Role of the Education Professional in the Special Education Process | |
| Assessment and Federal Law | |
| Understanding and Identifying Students Who Might Exhibit a Disability | |
| Understand the Meaning of a "High Risk" Student | |
| High Risk Students: Determine the Severity of the Problem | |
| Understand How Tension Affects High Risk Students | |
| Become Familiar With Common Avoidance Behavior Patterns Exhibited By High Risk Students | |
| Conclusions | |
| Understanding and Making a Referral to the Child Study Team | |
| Understand Your Role in the Referral Process | |
| Learn About the Membership of the CST | |
| Understand What Takes Place at the CST Meeting | |
| Learn About the Various Sources of Information Available on Your Student | |
| Understand the Options of the CST | |
| Conclusions | |
| Understanding and Obtaining Parental Informed Consent for Assessment | |
| Understanding the Requirements of an Evaluation for a Suspected Disability | |
| Understanding the MDT and the Comprehensive Assessment | |
| Understand the Responsibilities of the Team Assigned to Do the Comprehensive Assessment: The Multidisciplinary Team | |
| Understand the Membership of the MDT | |
| Understanding the Various Methods of Assessment Options Available to the MDT | |
| What Is a Comprehensive Assessment? | |
| What Is Norm-Referenced Testing? | |
| Primary Areas of Assessment | |
| Conclusions | |
| Understanding Basic Statistics and Scoring Terminology Used in Assessment | |
| Age Equivalent | |
| Alternate Forms Reliability | |
| Concurrent Validity | |
| Construct Validity | |
| Content Validity | |
| Correlation | |
| Criterion-Related Validity | |
| Grade Equivalent | |
| Interrater Reliability | |
| Mean | |
| Median | |
| Mode | |
| Range | |
| Percentile Rank | |
| Predictive Validity | |
| Raw Scores | |
| Reliability | |
| Reliability Coefficients | |
| Scaled Scores | |
| Split-Half Reliability or Internal Consistency | |
| Standard Deviation | |
| Standard Error of Measurement | |
| Standard Scores | |
| Stanine | |
| Test-Retest Reliability | |
| T Scores | |
| Validity | |
| z Scores | |
| Conclusions | |
| Understanding Students' Behavior During the Assessment Process | |
| Understand the Possible Effects of Examiner Variables | |
| Understand How to Observe Overt Signs of Tension | |
| Understand Behaviors That Are Observed . . . | |
| Understand Behaviors That Provide Insight Into the Student's Organizational Abilities During the Assessment Process | |
| Conclusions | |
| Understanding the Components of a Professional Evaluation Report | |
| Practical Guidelines for Writing a Professional Evaluation Report | |
| Understand the Components of the Report | |
| Understanding What Is Required for a Presentation to the IEP Committee | |
| Concluding Thoughts | |
| Glossary | |
| References and Suggested Readings | |
| Index | |
| Table of Contents provided by Ingram. All Rights Reserved. |
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