D003 EXAMINATION QUESTIONS AND ANSWERS
Purpose of Assessment in Special Education - An assessment in special education is the
process used to determine a child's specific learning strengths and needs, and to determine
whether or not a child is eligible for special education services. Assessment in special education
is a process that involves collecting information about a student (data) for the purpose of
making decisions. Assessment is primarily a problem-solving process. Assessment is a process
that involves the systematic collection and interpretation of a wide variety of information on
which to base instructional/intervention decisions and, when appropriate, classification and
placement decisions.
Assessment in educational settings serves five primary purposes (not from course material) -
-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.
There are 4 ways assessment information is collected. Remember RIOT - -Record Review:
the students cumulative records and medical records
-Interview: Unstructured/semi-structured/structured. Rating scales are the most formal type of
interview
-Observations: In non-systematic, or informal, observation, the observer simply watches an
individual in his or her environment and notes the behaviors, characteristics, and personal
interactions that seem significant. In systematic observation, the observer sets out to observe
one or more precisely defined behaviors. The observer specifies observable events that define
the behavior and then counts the frequency or measures the frequency, duration, amplitude, or
latency of the behaviors.
-Test: a predetermined set of questions or tasks for which predetermined types of behavioral
responses are sought. Tests yield two types of information—quantitative and qualitative.
, Quantitative and Qualitative data - -QuanTitative data are observations that have been
tabulated or otherwise given numerical values. They are the actual scores achieved on the test.
An example of quantitative data is Lee's score of 80 on her math test.
-QuaLitative data are pieces of information collected based on nonsystematic and unquantified
observations. These may consist of other observations made while a student is tested; they tell
us how Lee achieved her score. For example, Lee may have solved all of the addition and
subtraction problems with the exception of those that required regrouping. When tests are
used, we usually want to know both the scores and how the student earned those scores
Most educational problems begin as discrepancies between our expectations for students and
their actual performance.
The purpose of each step in the assessment process - 1. Screening and teacher
identification (begins in the general education [gened] classroom): students are given
opportunities to learn and prereferral strategies are implemented (Think 3 tiers in the RTI
process)
-Students who are not making adequate progress are identified and referred
-Informed, written parental consent must be given before assessment can begin. Assessments
must occur within 60 days of parental consent per IDEA
2. Eligibility determination: MDT (multidisciplinary team) forms, headed by school psychologist
(includes gened teacher, sped teacher, and any other personnel necessary for the individual
need of the child). Pre-referral data is reviewed. Assessment plan is designed. Assessments are
administered, scored, and interpreted (by a qualified professional). Eligibility is determined.
Results are reported.
3. Moves to IEP team (headed by special education teacher, includes district representative). IEP
is designed. Parent approves IEP.
-Program Planning
4. Program Implementation and Evaluation: IEP implementation and continuous progress
monitoring. Annual IEP review. Triennial reevaluation of eligibility.
Identify factors that influence overrepresentation - Bias in testing, cultural differences,
denial
Explain the legal process that relate to eligibility determination - Laws include 504, ADA,
EAHCA, IDEA and its reauthorizations, NCLB (reauthorization of ESEA), and ESSA (reauthorization
of ESEA)
Purpose of Assessment in Special Education - An assessment in special education is the
process used to determine a child's specific learning strengths and needs, and to determine
whether or not a child is eligible for special education services. Assessment in special education
is a process that involves collecting information about a student (data) for the purpose of
making decisions. Assessment is primarily a problem-solving process. Assessment is a process
that involves the systematic collection and interpretation of a wide variety of information on
which to base instructional/intervention decisions and, when appropriate, classification and
placement decisions.
Assessment in educational settings serves five primary purposes (not from course material) -
-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.
There are 4 ways assessment information is collected. Remember RIOT - -Record Review:
the students cumulative records and medical records
-Interview: Unstructured/semi-structured/structured. Rating scales are the most formal type of
interview
-Observations: In non-systematic, or informal, observation, the observer simply watches an
individual in his or her environment and notes the behaviors, characteristics, and personal
interactions that seem significant. In systematic observation, the observer sets out to observe
one or more precisely defined behaviors. The observer specifies observable events that define
the behavior and then counts the frequency or measures the frequency, duration, amplitude, or
latency of the behaviors.
-Test: a predetermined set of questions or tasks for which predetermined types of behavioral
responses are sought. Tests yield two types of information—quantitative and qualitative.
, Quantitative and Qualitative data - -QuanTitative data are observations that have been
tabulated or otherwise given numerical values. They are the actual scores achieved on the test.
An example of quantitative data is Lee's score of 80 on her math test.
-QuaLitative data are pieces of information collected based on nonsystematic and unquantified
observations. These may consist of other observations made while a student is tested; they tell
us how Lee achieved her score. For example, Lee may have solved all of the addition and
subtraction problems with the exception of those that required regrouping. When tests are
used, we usually want to know both the scores and how the student earned those scores
Most educational problems begin as discrepancies between our expectations for students and
their actual performance.
The purpose of each step in the assessment process - 1. Screening and teacher
identification (begins in the general education [gened] classroom): students are given
opportunities to learn and prereferral strategies are implemented (Think 3 tiers in the RTI
process)
-Students who are not making adequate progress are identified and referred
-Informed, written parental consent must be given before assessment can begin. Assessments
must occur within 60 days of parental consent per IDEA
2. Eligibility determination: MDT (multidisciplinary team) forms, headed by school psychologist
(includes gened teacher, sped teacher, and any other personnel necessary for the individual
need of the child). Pre-referral data is reviewed. Assessment plan is designed. Assessments are
administered, scored, and interpreted (by a qualified professional). Eligibility is determined.
Results are reported.
3. Moves to IEP team (headed by special education teacher, includes district representative). IEP
is designed. Parent approves IEP.
-Program Planning
4. Program Implementation and Evaluation: IEP implementation and continuous progress
monitoring. Annual IEP review. Triennial reevaluation of eligibility.
Identify factors that influence overrepresentation - Bias in testing, cultural differences,
denial
Explain the legal process that relate to eligibility determination - Laws include 504, ADA,
EAHCA, IDEA and its reauthorizations, NCLB (reauthorization of ESEA), and ESSA (reauthorization
of ESEA)
