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Lesson 2

The document outlines the process and importance of assessing students with special needs to determine appropriate educational placements. It details the steps of assessment, including collection, analysis, evaluation, determination, and recommendation, while emphasizing the role of various stakeholders in the assessment process. Additionally, it highlights federal laws, specifically IDEA, which categorizes disabilities and guides eligibility for special education services.

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J.A Sion
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17 views4 pages

Lesson 2

The document outlines the process and importance of assessing students with special needs to determine appropriate educational placements. It details the steps of assessment, including collection, analysis, evaluation, determination, and recommendation, while emphasizing the role of various stakeholders in the assessment process. Additionally, it highlights federal laws, specifically IDEA, which categorizes disabilities and guides eligibility for special education services.

Uploaded by

J.A Sion
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© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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LESS Educational Placement of Students

with Special Needs


ON
Objectives
• Discuss the process in conducting placement in special and
inclusive education; and
• Assess appropriate educational placement for a specific learner.

Assessment
 is the process of gathering and discussing information from multiple
and diverse sources in order to develop a deep understanding of what
students know, understand, and can do with their knowledge as a
result of their educational experiences; the process culminates when
assessment results are used to improve subsequent learning. (Huba
and Freed 2000)

Importance of Assessment
It helps determine the extent and direction of a child’s personal journey
through the special education experience (Pierangelo and Giuliani, 2006).
Consequently, the skills you must possess in order to offer a child the most
global, accurate, and practical evaluation should be fully understood.
Process of Assessment
 Collection: The process of tracing and gathering information from the
many sources of background information on a child such as school
records, observation, parent intakes, and teacher reports
 Analysis: The processing and understanding of patterns in a child’s
educational, social, developmental, environmental, medical, and
emotional history.
 Evaluation: The evaluation of a child’s academic, intellectual,
psychological, emotional, perceptual, language, cognitive, and medical
development in order to determine areas of strength and weakness
 Determination: The determination of the presence of a suspected
disability and the knowledge of the criteria that constitute each category.
 Recommendation: The recommendations concerning educational
placement and program that need to be made to the school, teachers, and
parents.
Purpose of Assessment

 screening and identification: to screen children and identify those who


may be experiencing delays or learning problems
 eligibility and diagnosis: to determine whether a child has a disability
and is eligible for special education services, and to diagnose the specific
nature of the student's problems or disability
 IEP development and placement: to provide detailed information so
that an Individualized Education Program (IEP) may be developed and
appropriate decisions may be made about the child's educational
placement
 instructional planning: to develop and plan instruction appropriate to
the child's special needs
 evaluation: to evaluate student progress. (Pierangelo and Giuliani, 2006)

Common assessments in special education include:

Individual Intelligence Tests: As the name suggests, individual intelligence


tests are administered to a student one on one.

Group Intelligence Tests: Group intelligence and achievement tests are often
administered in the general education classroom.

Skill Evaluations: Specialists such as the school speech pathologist and the
child’s general practitioner use certain diagnostic measures for determining a
child’s gross motor skills, fine manipulative skills and hearing, sight speech and
language abilities.

Developmental and Social History: The child’s classroom teacher, parents,


pediatrician and school specialists help formulate this narrative assessment.

Observational Records: Anyone who works with the child can provide
information about the child’s academic performance and behavioral issues.

Samples of Student Work: The general classroom teacher also provides most
of the evidence in this domain. A folder of assignments, tests, homework and
projects can provide a snapshot of a child’s abilities and challenges in
performing grade-level work.
Who and what is involved in assessment?

1. Anyone involved in the child’s life and education might suspect a


learning disability or similar issue and ask specialists to explore it further

2. The first person to conduct an informal assessment is typically the


classroom teacher, though a guardian or pediatrician might start the
assessment process. At this point, the teacher should review student work
and conduct more formal observations of student behavior and
performance to note any issues.

3. A classroom teacher or pediatrician might request a referral to a medical


specialist, therapist, psychologist or other specialist to focus on a
particular area of concern. These individuals keep written records of
findings, and should also write descriptions of any discussions
concerning the child.

4. The school’s special education department or student study team begins


informal and formal evaluations. They will request that the classroom
teacher and other individuals working with the child submit any evidence
gathered.

Assessment and Federal Law

The Individuals with Disabilities Education Act (IDEA), Public Law 105-
476
There are 13 separate categories of disabilities:
 autism: a developmental disability significantly affecting verbal and nonverbal
communication and social interaction, generally evident before age 3
 deafness: a hearing impairment that is so severe that the child is impaired in
processing linguistic information, with or without amplification
 deaf-blindness: simultaneous hearing and visual impairments
 hearing impairment: an impairment in hearing, whether permanent or
fluctuating
 mental retardation: significantly subaverage general intellectual functioning
existing concurrently with deficits in adaptive behavior
 multiple disabilities: the manifestation of two or more disabilities (such as
mental retardation-blindness), the combination of which requires special
accommodation for maximal learning
 orthopedic impairment: physical disabilities, including congenital
impairments, impairments caused by disease, and impairments from other
causes
 other health impairment: having limited strength, vitality, or alertness due to
chronic or acute health problems
 serious emotional disturbance: a disability where a child of typical
intelligence has difficulty, over time and to a marked degree, building
satisfactory interpersonal relationships; responds inappropriately behaviorally
or emotionally under normal circumstances; demonstrates a pervasive mood of
unhappiness; or has a tendency to develop physical symptoms or fears
 specific learning disability: a disorder in one or more of the basic
psychological processes involved in understanding or in using language,
spoken or written, which may manifest itself in an imperfect ability to listen,
think, speak, read, write, spell, or do mathematical calculations
 speech or language impairment: a communication disorder such as stuttering,
impaired articulation, a language impairment, or a voice impairment
 traumatic brain injury: an acquired injury to the brain caused by an external
physical force, resulting in total or partial functional disability or psychosocial
impairment, or both
 visual impairment: a visual difficulty (including blindness) that, even with
correction, adversely affects a child educational performance.

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