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Understanding assessment in the special education process [[electronic resource] ] : a step-by-step guide for educators / / Roger Pierangelo, George Giuliani
| Understanding assessment in the special education process [[electronic resource] ] : a step-by-step guide for educators / / Roger Pierangelo, George Giuliani |
| Autore | Pierangelo Roger |
| Pubbl/distr/stampa | Thousand Oaks, Calif., : Corwin Press, c2008 |
| Descrizione fisica | 1 online resource (137 p.) |
| Disciplina | 371.9/043 |
| Altri autori (Persone) | GiulianiGeorge A. <1938-> |
| Soggetto topico |
Children with disabilities - Rating of - United States
School grade placement - United States Disability evaluation - United States |
| Soggetto genere / forma | Electronic books. |
| ISBN |
1-4522-0895-6
1-4416-5361-9 |
| Formato | Materiale a stampa  |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Record Nr. | UNINA-9910480036503321 |
Pierangelo Roger
|
||
| Thousand Oaks, Calif., : Corwin Press, c2008 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Understanding assessment in the special education process [[electronic resource] ] : a step-by-step guide for educators / / Roger Pierangelo, George Giuliani
| Understanding assessment in the special education process [[electronic resource] ] : a step-by-step guide for educators / / Roger Pierangelo, George Giuliani |
| Autore | Pierangelo Roger |
| Pubbl/distr/stampa | Thousand Oaks, Calif., : Corwin Press, c2008 |
| Descrizione fisica | 1 online resource (137 p.) |
| Disciplina | 371.9/043 |
| Altri autori (Persone) | GiulianiGeorge A. <1938-> |
| Soggetto topico |
Children with disabilities - Rating of - United States
School grade placement - United States Disability evaluation - United States |
| ISBN |
1-4522-0895-6
1-4416-5361-9 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Record Nr. | UNINA-9910791360403321 |
|
Pierangelo Roger
|
||
| Thousand Oaks, Calif., : Corwin Press, c2008 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Understanding assessment in the special education process : a step-by-step guide for educators / / Roger Pierangelo, George Giuliani
| Understanding assessment in the special education process : a step-by-step guide for educators / / Roger Pierangelo, George Giuliani |
| Autore | Pierangelo Roger |
| Edizione | [1st ed.] |
| Pubbl/distr/stampa | Thousand Oaks, Calif., : Corwin Press, c2008 |
| Descrizione fisica | 1 online resource (137 p.) |
| Disciplina | 371.9/043 |
| Altri autori (Persone) | GiulianiGeorge A. <1938-> |
| Soggetto topico |
Children with disabilities - Rating of - United States
School grade placement - United States Disability evaluation - United States |
| ISBN |
1-4522-0895-6
1-4416-5361-9 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Cover -- Contents -- About the Authors -- Acknowledgments -- Introduction -- Step I. 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 -- Autism -- Deaf-Blindness -- Developmental Delay -- 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 -- Step II. 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 -- Often Selectively Forgets -- Forgets to Write Down Assignments Every Day -- Usually Takes Hours to Complete Homework -- Always Finishes Homework Very Quickly -- Cannot Seem to Get Started with Homework -- Frequently Brings Home Unfinished Classwork -- Consistently Leaves Long-Term Assignments Until the Last Minute -- Frequently Complains of Headaches -- Often Exhibits Spotlight Behaviors -- Conclusions -- Step III. 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 -- Permanent Record Folder -- Prior Academic Achievement -- Prior Test Scores -- Group Standardized Achievement Test Results -- Attendance Records -- Prior Teacher Reports.
Group IQ Test Information -- Prior Teacher Referrals -- Medical History in the School Nurse's Office -- Understand the Options of the CST -- Parent Interviews -- Medical Exam -- Hearing Test -- Vision Test -- Classroom Management Techniques -- Help Classes -- Remedial Reading or Math Services -- In-School Counseling -- Progress Reports -- Disciplinary Action -- Change of Program -- Consolidation of Program -- Referral to Student Protective Services -- Conclusions -- Step IV. Understanding and Obtaining Parental Informed Consent for Assessment -- Step V. Understanding the Requirements of an Evaluation for a Suspected Disability -- Step VI. 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 -- School Psychologist -- School Nurse -- Classroom Teacher -- School Social Worker -- Special Education Teacher -- Educational Diagnostician -- Physical Therapist -- Behavioral Consultant -- Speech-Language Pathologist -- Audiologist -- Occupational Therapist -- Guidance Counselor -- Parents -- Step VII. Understanding the Various Methods of Assessment Options Available to the MDT -- What is a Comprehensive Assessment? -- What is Norm-Referenced Testing? -- Norm-Referenced Tests -- What are the Informal Assessment Methods Available to the MDT? -- Criterion-Referenced Tests -- Ecological Assessment -- Curriculum-Based Assessment and Curricululm-Based Measurement -- Portfolio Assessment -- Authentic Assessment -- Task Analysis -- Outcome-Based Assessment -- Learning Styles Assessment -- Primary Areas of Assessment -- Intelligence -- Language -- Perceptual Abilities -- Visual-Perceptual Ability -- Auditory-Perceptual Ability -- Perceptual-Motor Ability -- Attention -- Academic Achievement -- Reading. Mathematics -- Written Language -- Behavior and Emotional and Social Development -- Assessing Problem Behavior -- Assessing Adaptive Behavior -- Assessing Emotional and Social Development -- Conclusions -- Step VIII. 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 -- Step IX. 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 . . . -- . . . in the Initial Adjustment to the Assessment Process -- . . . in the Student's Spoken Interactions with the Evaluator -- . . . in the Student's Attempt to Adapt to the Requirements of the Assessment Process -- . . . in the Amount and Type of Effort Shown During the Assessment Process -- . . . in the Student's Handling of Time Factors During the Assessment Process -- . . . by the Types of Responses Made During the Assessment Process -- Understand Behaviors That Provide Insight into the Student's Organizational Abilities During the Assessment Process -- Conclusions -- Step X. Understanding the Components of a Professional Evaluation Report -- Practical Guidelines for Writing a Professional Evaluation Report -- Always Write in the Third Person. Single-Space the Report to Condense the Length -- Bold or Italicize New Sections -- Check for Spelling and Grammar -- Understand the Components of the Report -- Identifying Data -- Reason for Referral -- Background History -- Behavioral Observations -- Tests and Procedures Administered -- Test Results -- Steps for Writing Test Results -- Step 1: Write the Name of the Test -- Step 2: Create a Table for Each Test -- Step 3: Write a Brief Statement about What Each Subtest Measures -- Step 4: Report the Student's Standard Score -- Step 5: Make a Statement Regarding Something to Note about the Student's Performance on Each Subtest -- Conclusions Section -- Recommendations Section -- Step XI. Understanding What is Required for a Presentation to the IEP Committee -- Concluding thoughts -- Glossary -- References and Suggested Readings -- Index. |
| Record Nr. | UNINA-9910812790103321 |
|
Pierangelo Roger
|
||
| Thousand Oaks, Calif., : Corwin Press, c2008 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
