1. INTODUCTION TO ASSESSMENT INTODUCTION TO ASSESSMENT Chapter One

2. CHAPTER OBJECTIVES Define assessment Understand the purpose of assessment Know the professionals involved in the assessment process List and define the classifications in special education as defined under IDEA Know the 3 most common ways students are identified for the assessment process Understand the covered methods of assessment Have a general working knowledge of parental consent in the assessment process

3. Assessment A process that involves collecting information about a student for the purpose of making decisions

4. Components of the Assessment Process Collection Analysis Evaluation Determination Recommendation

5. Purpose of Assessment Screening Evaluation Eligibility and Diagnosis IEP Development Instructional Planning – Progress Monitoring

6. IDEA 2004 Individuals with Disabilities Act of 2004 Amendments to IDEA ’97 The federal law that protects those in special education

7. Members of Multidisciplinary Team Regular education teacher School psychologist Special education evaluator Special education teacher Speech and language clinician Medical personnel (when appropriate) Social workers School/guidance counselor Parents School nurse Occupational and physical therapists

8. Disabling Conditions Under Federal Law Autism Deafness Deaf-Blindness 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

9. Three Ways Students Are Identified for Assessment Three Ways Students Are Identified for Assessment

10. ONE School personnel may suspect the presence of a learning or behavior problem and ask the student’s parents for permission to evaluate the student individually

11. TWO The student’s classroom teacher may identify that certain symptoms exist within the classroom that seem to indicate the presence of some problem.

12. THREE The student’s parents may call or write to the school or to the director of special education and request that their child be evaluated.

13. PARENTAL CONSENT

14. Components of a Comprehensive Assessment An individual psychological evaluation… A thorough social history… A thorough academic history… A physical examination… A classroom observation An appropriate educational evaluation…

15. Components of a Comprehensive Assessment A functional behavioral assessment… A bilingual assessment… Auditory and visual discrimination tests Assessment of classroom performance Speech and Language evaluations… Physical and/or occupational evaluations… Interviewing the student…

16. Components of a Comprehensive Assessment Examining school records… Using information from checklists… Evaluating curriculum requirements… Evaluating the student’s type and rate of learning… Evaluating skills… Collecting ratings on teacher attitude…

17. THE END THE END