SOLUTION MANUAL & TEST BANK
Assessing Learners with Special Needs, 8th Edition
By Terry Overton
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Chapter 1
Chapter Focus
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This introductory chapter presents an overview of the assessment process in general education in
today’s educational environment, reflecting current emphasis on inclusion and accountability in
education for all children. The evaluation of student progress in general education occurs
regularly. Teachers employ a problem-solving process incorporating intervention strategies in
PR
the classroom setting as well as screening and assessment of students who, even with appropriate
interventions, require additional support. Various types of assessment are presented along with
considerations of assessment of the child as a whole.
Case Study
ES
#1: Jaime
1. According to the Contemporary Assessment Model, what steps have been taken by Mrs.
Johnson?
➢ Mrs. Johnson learned a bit about Jaime’s family prior to instruction.
➢ Mrs. Johnson began reading instruction by teaching early, basic
SI
skills—phonemic awareness.
➢ Mrs. Johnson measured progress using CBMs and evaluated those
assessments determining that Jaime was not making expected
progress.
VE
➢
2. List the steps that should happen before Mrs. Johnson consults with the problem-solving
team.
➢ Mrs. Johnson needs to document what instructional strategies and
assessments she is using with Jaime and the effects these strategies and
assessments have on her progress.
G
➢ Mrs. Johnson needs to clarify the components of phonemic awareness
in which Jaime is not successful (i.e., rhyming, initial sound fluency,
etc.).
➢ Mrs. Johnson needs to utilize additional instructional methods and
R
assessments to determine if it is the instructional delivery model that is
not effective for Jaime.
➢ Mrs. Johnson needs to continue to collect data on individual skills to
AD
determine in what areas Jaime is not successful.
ES
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3. What other information may be helpful in determining interventions?
➢ A more in-depth family case study may be needed.
M
➢ Why did Jaime not go to preschool?
➢ Why the delay in enrolling in K?
➢ Determining Jaime’s language needs could prove helpful.
➢ Is Jaime an ELL or does Jaime have other speech/language
PR
considerations?
➢ Phonemic awareness is an umbrella term that covers a great deal of
sub-skills. Determining which sub-skills Jaime is experiencing
difficulties with is important, as is ensuring that Mrs. Johnson’s
instruction and assessments are congruent.
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VE
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R
AD
ES
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Check Your Understanding
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Activity 1.1
1. According to the Traditional Assessment Model, what usually happened when a student
PR
was referred to a multidisciplinary team?
Answer:
➢ KEY POINT: Little to no intervention was required prior to referral.
➢ Teacher noticed a student was having difficulty.
➢ Specific deficits that appear to be the cause of a student’s difficulty were
ES
identified.
➢ Student was referred to a multidisciplinary team, who evaluated the student.
➢ Eligibility was determined.
➢ An individualized education program (IEP) was put in place for eligible
students.
SI
2. Research studies of the referral and assessment process found many indications of bias in
the process. What are some examples of this bias?
Answer:
VE
➢ Culturally, linguistically and ethnically diverse students were represented
in disproportionate numbers in special education.
➢ American Indians and Alaskan natives were 2.89 times more likely to
receive special education and related services for developmental delay.
➢ Deficit skills were a primary reason for teachers to refer for services—
G
with no remedial intervention provided.
➢ There is wide variety in the referral process.
➢ The historical model of referral and assessment has led to a significant
increase in the number of students identified for special education
R
services.
AD
3. Under the 2004 IDEA, the emphasis shifted from the traditional model with prereferral
strategies to early intervening services. Why did the 2004 IDEA include this change?
Answer:
➢ Prereferral interventions were intended to address bias in the referral
process and prevent unnecessary additional assessment. Early intervening
ES
services address the student’s needs within the general education
classroom and prevent additional assessment.
kjhgfdsa
Assessing Learners with Special Needs, 8th Edition
By Terry Overton
M
PR
ES
SI
VE
G
R
AD
ES
, lkjhgfd
Chapter 1
Chapter Focus
M
This introductory chapter presents an overview of the assessment process in general education in
today’s educational environment, reflecting current emphasis on inclusion and accountability in
education for all children. The evaluation of student progress in general education occurs
regularly. Teachers employ a problem-solving process incorporating intervention strategies in
PR
the classroom setting as well as screening and assessment of students who, even with appropriate
interventions, require additional support. Various types of assessment are presented along with
considerations of assessment of the child as a whole.
Case Study
ES
#1: Jaime
1. According to the Contemporary Assessment Model, what steps have been taken by Mrs.
Johnson?
➢ Mrs. Johnson learned a bit about Jaime’s family prior to instruction.
➢ Mrs. Johnson began reading instruction by teaching early, basic
SI
skills—phonemic awareness.
➢ Mrs. Johnson measured progress using CBMs and evaluated those
assessments determining that Jaime was not making expected
progress.
VE
➢
2. List the steps that should happen before Mrs. Johnson consults with the problem-solving
team.
➢ Mrs. Johnson needs to document what instructional strategies and
assessments she is using with Jaime and the effects these strategies and
assessments have on her progress.
G
➢ Mrs. Johnson needs to clarify the components of phonemic awareness
in which Jaime is not successful (i.e., rhyming, initial sound fluency,
etc.).
➢ Mrs. Johnson needs to utilize additional instructional methods and
R
assessments to determine if it is the instructional delivery model that is
not effective for Jaime.
➢ Mrs. Johnson needs to continue to collect data on individual skills to
AD
determine in what areas Jaime is not successful.
ES
kjhgfdsa
, lkjhgfd
3. What other information may be helpful in determining interventions?
➢ A more in-depth family case study may be needed.
M
➢ Why did Jaime not go to preschool?
➢ Why the delay in enrolling in K?
➢ Determining Jaime’s language needs could prove helpful.
➢ Is Jaime an ELL or does Jaime have other speech/language
PR
considerations?
➢ Phonemic awareness is an umbrella term that covers a great deal of
sub-skills. Determining which sub-skills Jaime is experiencing
difficulties with is important, as is ensuring that Mrs. Johnson’s
instruction and assessments are congruent.
ES
SI
VE
G
R
AD
ES
kjhgfdsa
, lkjhgfd
Check Your Understanding
M
Activity 1.1
1. According to the Traditional Assessment Model, what usually happened when a student
PR
was referred to a multidisciplinary team?
Answer:
➢ KEY POINT: Little to no intervention was required prior to referral.
➢ Teacher noticed a student was having difficulty.
➢ Specific deficits that appear to be the cause of a student’s difficulty were
ES
identified.
➢ Student was referred to a multidisciplinary team, who evaluated the student.
➢ Eligibility was determined.
➢ An individualized education program (IEP) was put in place for eligible
students.
SI
2. Research studies of the referral and assessment process found many indications of bias in
the process. What are some examples of this bias?
Answer:
VE
➢ Culturally, linguistically and ethnically diverse students were represented
in disproportionate numbers in special education.
➢ American Indians and Alaskan natives were 2.89 times more likely to
receive special education and related services for developmental delay.
➢ Deficit skills were a primary reason for teachers to refer for services—
G
with no remedial intervention provided.
➢ There is wide variety in the referral process.
➢ The historical model of referral and assessment has led to a significant
increase in the number of students identified for special education
R
services.
AD
3. Under the 2004 IDEA, the emphasis shifted from the traditional model with prereferral
strategies to early intervening services. Why did the 2004 IDEA include this change?
Answer:
➢ Prereferral interventions were intended to address bias in the referral
process and prevent unnecessary additional assessment. Early intervening
ES
services address the student’s needs within the general education
classroom and prevent additional assessment.
kjhgfdsa
