Special education students often learn about the characteristics of disabilities, but can lack an understanding of the relationship between diagnostic assessment and eligibility for special education services. The Special Educator′s Guide to Assessment: A Comprehensive Overview by IDEA Disability Category focuses on the role that assessment plays in the diagnosis of a disability, determination of eligibility for special education services, and education of students with disabilities to provide a meaningful interconnection between assessment concepts and classroom application for teachers. Authors Tara S. Guerriero, Mary A. Houser, and Vicki A. Mc Ginley want to ensure that future special education teachers have the preparation to provide comprehensive instruction to P-12 students through this text.
While special education teachers are often not the ones conducting comprehensive evaluations, it is paramount that they understand their students’ individual characteristics, and understand how assessment is used to determine diagnosis and eligibility. Framing the text around The Individuals with Disabilities Act (IDEA) provides students with concrete standards by which all disabilities are evaluated and regulated in our public educational system.
Part I introduces the basic topics of assessment, ethics, and assessment types. Part II moves on to provide diagnostic and eligibility criteria according to IDEA categories that are most commonly diagnosed in an educational setting while Part III describes the criteria for IDEA categories most commonly diagnosed in a medical setting. Features like case studies and sample comprehensive evaluations help bring to life assessment and how it applies in real classrooms.
The password-protected Instructor Resource Site (formally known as SAGE Edge) offers access to all text-specific resources, including a test bank and editable, chapter-specific Power Point® slides.
Daftar Isi
Preface
Acknowledgments
About the Authors
Part I: An Overview of Assessment in Special Education
Chapter 1: Introduction to Special Education History, Legislation, and Consideration for Eligibility
Introduction to the Chapter
Introduction to Legislation as it relates to Assessment in Special Education
Eligibility Criteria for Special Education Services Under IDEA
Special Education Services (IEP and IFSP) and Alternative Plans (Section 504 Service Agreement)
Looking Ahead
Chapter Summary
Apply What You Have Learned
Chapter 2: Introduction to Assessment and Ethical Considerations
Introduction to the Chapter
Purposes of Assessment
Multi-Tiered System of Support (MTSS)
Response to Intervention (RTI)
Progress Monitoring and Benchmarks
Considerations for Students With Emotional, Behavioral, and Social Differences During the Assessment Process
Considerations for Students From Culturally and Linguistically Diverse (CLD) Backgrounds
Ethical Considerations Surrounding Assessment
The Importance of Communication Between Home and School During the Assessment Process
Chapter Summary
Apply What You Have Learned
Chapter 3: Assessment Types
Introduction to the Chapter
Formal and Informal Assessments
Norm-Referenced Assessments
Criterion-Referenced Assessments
Curriculum-Based Assessments
Performance-Based and Portfolio Assessments
Error Analysis
Interview
Direct Observation
Checklists and Behavior Rating Scales
Chapter Summary
Apply What You Have Learned
Chapter 4: Assessment for Diagnosis and Eligibility: Development and Health
Introduction to the Chapter
Intelligence
Language
Social and Emotional Characteristics
Health and Medical Status
Chapter Summary
Apply What You Have Learned
Chapter 5: Assessment for Diagnosis and Eligibility: Academic Achievement and Behavior
Introduction to the Chapter and Connection to Chapter 4
Areas of Academic Achievement
Behavior
Chapter Summary
Apply What You Have Learned
Part II: Assessment and Diagnosis of Disabilities
Chapter 6: Learning Disabilities
Introduction to the Chapter
IDEA Definition of Specific Learning Disability
Diagnostic Criteria
How the Diagnosis Is Made
Who Makes the Diagnosis
Other Characteristics
Case Studies and Extension to Instruction
Chapter Summary
Apply What You Have Learned
Chapter 7: Intellectual Disabilities
Introduction to the Chapter
IDEA Definition of Intellectual Disability
Diagnostic Criteria
How the Diagnosis Is Made/Who Makes the Diagnosis
Other Areas to Be Assessed
Benefits Available to Those With IDs
Extension to Instruction
Chapter Summary
Apply What You Have Learned
Chapter 8: Autism Spectrum Disorder (ASD)
Introduction to the Chapter
IDEA Definition of Autism
Diagnostic Criteria and Related Characteristics
How the Diagnosis Is Made/Who Makes the Diagnosis
Other Areas to Be Assessed
The Impact of an ASD Diagnosis on the Family
Extension to Instruction
Chapter Summary
Apply What You Have Learned
Chapter 9: Speech or Language Impairment
Introduction to the Chapter
IDEA Definition of Speech or Language Impairment
Diagnostic Criteria and Related Characteristics
How the Diagnosis Is Made/Who Makes the Diagnosis
Other Characteristics
Assistive Technology
Chapter Summary
Apply What You Have Learned
Chapter 10: Emotional Disturbance
Introduction to the Chapter
IDEA Definition of Emotional Disturbance
Diagnostic Criteria and Related Characteristics
How the Diagnosis Is Made/Who Makes the Diagnosis
Other Characteristics
Extension to Instruction
Chapter Summary
Appendix A: Positive Behavior Support Plan
Part III: Medically Diagnosed Disabilities
Chapter 11: Attention-Deficit/Hyperactivity Disorder (ADHD)
Introduction to the Chapter
Types of ADHD
IDEA Definition of Other Health Impairment
Diagnostic Criteria
How the Diagnosis Is Made
Who Makes the Diagnosis
Other Characteristics
Case Studies, Treatment, and Extension to Instruction
Chapter Summary
Apply What You Have Learned
Chapter 12: Sensory Impairments (Including Visual Impairment, Hearing Impairment, Deafness, and Deaf-Blindness)
Introduction to the Chapter
Hearing Impairment and Deafness
Visual Impairment and Blindness
Deaf-Blindness
Chapter Summary
Apply What You Have Learned
Appendix A: Functional Vision Evaluation for a Child With More Severe Disabilities
Appendix B: Assistive Technology Solutions for Students With Visual Impairments
Chapter 13: Health-Related Disabilities (Including Other Health Impairments, Orthopedic Impairment, Traumatic Brain Injury, and Multiple Disabilities)
Introduction to the Chapter
Other Health Impairments
Orthopedic Impairment
Traumatic Brain Injury
Multiple Disabilities
Section 504 and Health-Related Disabilities
Chapter Summary
Apply What You Have Learned
Part IV: Making Connections between Diagnosis, Eligibility, and Instruction
Chapter 14: Making Connections Between Diagnosis, Eligibility, and Instruction
Introduction to the Chapter
Analysis and Interpretation of Assessment Results
Planning for Special Education Programming
Ongoing Assessment
Chapter Summary
Apply What You Have Learned
Name Index
Subject Index
Tentang Penulis
Dr. Vicki A. Mc Ginley, professor, is a faculty member at West Chester University of PA in the Special Education Department. She has taught both undergraduate and graduate courses in foundations, communication and behavioral disorders, action research, family systems, and legal issues. She has served in two states as a due process hearing officer and serves as a university fact finder as well as state mediator. Presently, her service and research focuses on trauma informed education, international special education and working directly with children and teachers in schools. She was recently awarded a research and teaching Fulbright Scholarship to work in Eastern Europe. Her publications reflect her teaching and service work.
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