Assessment and Identification SPED

Xavier University – Ateneo de Cagayan
School of Education
First Semester 2010-2011
ECP 28/ EDA

Semaña, Giraldyne D.
BEED- 3 Sir Francis
Karl P. dela Peña
Report Title:
Assessment and Identification of Children with Special Needs
The 2004 amendments to the Individuals with Disabilities Education Act

(IDEA) clarified the process by which children should be evaluated and
assessed for special services. The amendments also require that these
children have an Individual Education Plan (IEP) that outlines specific
educational goals focusing on both the strengths and needs of the child, as
well as methods for monitoring and measuring progress towards these goals
(Raymond, 2008).
The assessment-plan-instruction-evaluation method ensures that the

requirements set forth by IDEA are met appropriately. This method is used
on a larger scale by the IEP team, as well as on a smaller scale by the
educator in the classroom. On the large scale, once a child is identified as
possibly needing specialized services, a variety of assessment tools may be
used to evaluate ability in areas such as cognitive functioning,
developmental progress, and behavior.
Raymond (2008) listed several different types of assessment tools, including

norm-referenced, used to measure the child's ability in relation to typical
children of that age, and criterion-referenced, which allow for measurement
of specific skills learned. In addition to these, the child may be assessed
using performance assessment, which requires the child to demonstrate the
use of a learned ability, or through a portfolio assessment, which is simply a
collection of the child's work to date.
For children displaying challenging behaviors, a functional behavioral

assessment may be used to determine the antecedents and consequences of
the challenging behavior, as well as the purpose of the behavior. Although it
is these comprehensive assessments completed by varying professionals
that begin the process of providing services, the teacher must also
continuously assess the skill level of the student while he or she is in the
classroom.
Once the initial assessment process has been completed, the IEP team will
meet to build an individualized plan that will meet the specific learning
and/or behavioral goals of the child. This planning process is crucial in that
both the strengths and challenges of the individual are addressed and
planned for accordingly, giving specific direction to the educational process.
Upon completion of the IEP, the educator should be able to plan classroom
assignments specific to meeting the needs of the child. The IEP also provides
a method for measuring progress towards those goals.
Instruction is the third step of this method. Swanson (2001) pointed out that
since all children with learning disabilities are not alike, and all show
different strengths and weaknesses, there is no one instructional strategy
that will work for all children. Swanson stated, however, that there are
general principles that can be followed when working with children with
disabilities, and that the most effective interventions incorporate these
principles. After a meta-analysis of current research, Swanson concluded
that a combination of direct instruction and strategy instruction yielded the
highest rate of success among students with disabilities. A successful
educator must have a working knowledge of current literature and
techniques, and must be flexible in utilizing the techniques that yield the
highest results with the individual student.
Finally, not only must the IEP be evaluated at least every three years, the
instructor must continuously evaluate progress made during specific
intervals of instruction, and adjust interventions as needed. Only by
measuring progress will the educator be able to gauge the effectiveness of
the instruction and make needed adjustments. In addition to this, testing or
other measurement procedures allow the student and the parent(s) to have
a clear idea of how the student is doing in a given subject area.
IDENTIFICATION
Deciding whether to evaluate:

Parent (and adult student) is provided notice of a meeting to determine need
for evaluation. The notice includes a copy of the procedural safeguards
statement, Parental Rights in Special Education (PRISE).
Convened within 20 calendar days of receipt of written request by the

district to determine whether an evaluation is warranted. Meetings shall be
scheduled at a mutually agreed upon time and place. If a mutually agreeable
time and place cannot be determined, the parent(s) shall be provided the
opportunity to participate in the meeting through alternative means, such as
videoconferencing and conference calls.
Parent Child study team

General education teacher of the student who is knowledgeable of the
student’s educational performance or if there is no teacher of the student, a
teacher who is knowledgeable about the district’s programs; and
Speech-language specialist when the student is preschool age or when
the suspected disability is a language disorder
Review existing evaluation data on the student including evaluations and

information provided by the parents, current classroom-based assessments
and observations and observations of teachers and related services
providers, and consider the need for any health appraisal or specialized
medical evaluation.
When an evaluation is not

warranted: Determine other
appropriate action.
Within 15 calendar days of the meeting, the parent
Written notice of the determination that the evaluation is not warranted

and:
A copy of the short procedural safeguards statement; and
Copies of the special education rules (N.J.A.C. 6A:14) and the due
process hearing rules (N.J.A.C. 1:6A)
The parent may disagree with the determination by requesting mediation or

a due process hearing.
When an evaluation is warranted:
The student shall be considered

identified as potentially a
student with a disability. A case
manager shall be assigned.
Reference/ Source: Internet URL:

http://www.associatedcontent.com/article/721947/assessment_and_identifica
tion_of_children_pg2.html?cat=4
E-Book (www.scribed.com): Special Education Process: From Child-Find, Referral,

Evaluation, and Eligibility to IEP Development, Annual Review and Reevaluation

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Xavier University – Ateneo de Cagayan

ECP 28/ EDA

Assessment and Identification of Children with Special Needs

The 2004 amendments to the Individuals with Disabilities Education Act

The assessment-plan-instruction-evaluation method ensures that the

Raymond (2008) listed several different types of assessment tools, including

For children displaying challenging behaviors, a functional behavioral

Deciding whether to evaluate:

Convened within 20 calendar days of receipt of written request by the

Parent Child study team

Review existing evaluation data on the student including evaluations and

When an evaluation is not

Within 15 calendar days of the meeting, the parent

Written notice of the determination that the evaluation is not warranted

The parent may disagree with the determination by requesting mediation or

When an evaluation is warranted:

The student shall be considered

Reference/ Source: Internet URL:

E-Book (www.scribed.com): Special Education Process: From Child-Find, Referral,

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