Instructor’s Manual with Test Bank For Assessing Students with Special Needs Eighth Edition Effie P. Kritikos, James A. McLoughlin, Rena B. Lewis iii

Instructor’s Manual with Test Bank For Assessing Students with Special Needs Eighth Edition Effie P. Kritikos, James A. McLoughlin, Rena B. Lewis

Table of Contents

Chapter 1: Special Education Assessment

Chapter 2: The Assessment Process

Chapter 3: Including Parents and Families in the Assessment Process

Chapter 4: Selection of Assessment Tools to Promote Fair Assessment

Chapter 5: Standardized Tests

59

Chapter 6: Classroom Assessment

75

Chapter 7: Intellectual Performance

93

Chapter 8: Adaptive Behavior

106

Chapter 9: Learning Disabilities

114

Chapter 10: Classroom Behavior and Behavioral Disorders

130

Chapter 11: Academic Achievement

145

Chapter 12: English Language Learners

162

Chapter 13: Reading

169

Chapter 14: Mathematics

185

Chapter 15: Writing and Oral Language

199

Chapter 16: Early Childhood Assessment

220

Chapter 17: Assessment for Transition and Planning

236

1 Copyright © 2018, 2008, 2005 Pearson Education, Inc. All rights reserved.Chapter 1

Special Education Assessment

OVERVIEW

Special education assessment is an on-going, systematic process of gathering educationally relevant information to make important decisions about the provision of special education services. The need for assessment information is present throughout the entire process of special education service delivery. For example, in order to receive special education services, it must be determined if the student meets legal criteria for eligibility of special education services. Once found eligible for special education, an appropriate program and placement must be identified for the student. Assessment information is an integral part of making these types of decisions.

The assessment tools currently available include a variety of standardized tests and also informal procedures. Depending upon the stated purpose of the assessment, some combinations of these techniques are used. In this textbook students with mild disabilities are the focus, although both formal and informal procedures and strategies can be used with all students. A team of professionals implements the assessment process with the special educator playing a central role.

Educational assessment questions are used to structure the assessment process. That is, they guide the choice of assessment procedures and the ultimate use of the information that is gathered.

OUTLINE

• Definition of Assessment
• Basic considerations
• Special education assessment is an ongoing process
• Special education assessment is systematic
• Special education assessment focuses on the collection of educationally

relevant information

• Special education assessment is purposeful
• Special education assessment extends beyond the school years
• Assessment, testing, and diagnosis are not synonymous
• Tests are one type of assessment technique
• Assessment, in contrast to testing, is a much broader term
• Diagnosis is a term borrowed from the medical profession

2 Copyright © 2018, 2008, 2005 Pearson Education, Inc. All rights reserved.II. Assessment Past and Present

• Influences on educational assessment practices
• In the 1900’s assessment techniques were developed in part through the

work of Binet and others

• Controversy over the nature of intelligence
• Work in other fields
• Medicine
• Anthropology
• Sociology
• After World War II, services for individuals with disabilities were

expanded

• Individual tests developed
• Abuses of assessment
• PL 94-142 and PL 108-446 (IDEA 2004)
• Trends within the fields of education and special education
• Status of educational assessment today
• The challenge of appropriate procedures to assess culturally and

linguistically diverse students

• Assessing students across multiple environments
• Assessment connected to academic standards
• Implementation of the No Child Left Behind Initiative

III. Four Purposes of Assessment

• Identification and referral
• Screening
• Prereferral strategies
• Determination of eligibility
• Program planning
• Program implementation and evaluation

IV. Types of Assessment Procedures

• Formal assessment strategies
• Structured assessment procedures with specific guidelines for

administration, scoring, and interpretation

• Norm-referenced tests

1) Group administered tests

• Often penalize students with disabilities
• Commonly used in the general education environment