Chapter 6 Formal Assessment and Identification of the Student with Learning Disabilities

Multidisciplinary Team Process Identify a problem Parent/guardian gives permission for evaluation Formal assessments are completed

Members School Psychologist Special Educator Classroom teacher School Administer Others who know the child

Guidelines for Assessment Parent permission Native language Results are shared Refer to page 88 and Special Ed timeline

Determining IQ Should be free of cultural bias Refer to page 89-90

Visual Perception How the brain interpret what it sees Symptoms Reversal of numbers/letters Messy work Slow in copying Skipping of lines when rereading Difficulty remembering faces, names, and places

Auditory Perception Ability to process information received through auditory channel Symptoms Does not enjoy being read to Mispronounces common words Trouble repeating oral directions Relies on picture clues Looks at the speakers lips Poor receptive vocabulary

Memory Does not know personal information Knows only part of nursery rhyme Loses things Forgets things Cannot spell frequently used words

Academic Assessment Refer to page or more norm referenced, criterion referenced, or standardized tests Reading, math, written expression, spelling, daily work, observations

Observations Stick to the facts Tell what you see Record verbatim any answers or responses Time on task Be clear and explicit