INTODUCTION TO INTODUCTION TO ASSESSMENTASSESSMENT

INTODUCTION TO INTODUCTION TO ASSESSMENTASSESSMENT

Chapter OneChapter 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

• Individuals with Disabilities Actof 2004

• Amendments to IDEA ’97

The federal law that protects those in special education

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 Three Ways Students Are Identified for Are Identified for

AssessmentAssessment

Three Ways Students Three Ways Students Are Identified for Are Identified for

AssessmentAssessment

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…

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