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Assessing Students with
Special Needs, 8th Edition
ST
INSTRUCTOR’S
UV
MANUAL &
IA
TEST BANK
_A
PP
James A. McLoughlin Rena B. Lewis Effie P.
Kritikos
RO
Comprehensive Instructor’s Manual & Test Bank
for Instructors and Students
VE
||| ||| || ||| || | || ||| | || ||| |
9780134575704
D?
© James A. McLoughlin, Rena B. Lewis & Effie P. Kritikos. All
rights reserved. Reproduction or distribution without permission is
prohibited.
© MEDCONNOISSEUR
, TABLE OF CONTENTS
Instructor’s Manual & Test Bank – Assessing Students with Special Needs (8th Ed.)
Authors: James A. McLoughlin, Rena B. Lewis, and Effie P. Kritikos
ISBN: 9780134575704
ST
PART I: INTRODUCTION TO SPECIAL EDUCATION ASSESSMENT
Chapter 1: Special Education Assessment
Chapter 2: The Assessment Process
UV
Chapter 3: Embracing Parents and Families in the Assessment Process
PART II: SKILLS FOR SPECIAL EDUCATORS
Chapter 4: Selection of Assessment Tools
Chapter 5: Standardized Tests
IA
Chapter 6: Classroom Assessment
PART III: ASSESSMENT FOR SPECIAL EDUCATION ELIGIBILITY
_A
Chapter 7: Intellectual Performance
Chapter 8: Adaptive Behavior in Cultural Context
Chapter 9: Learning Disabilities
Chapter 10: Classroom Behavior
PP
PART IV: ASSESSMENT OF ACADEMIC SKILLS
Chapter 11: Academic Achievement
Chapter 12: Assessment of English Language Learners
Chapter 13: Reading
RO
Chapter 14: Mathematics
Chapter 15: Writing and Oral Language
PART V: IMPORTANT CONSIDERATIONS
Chapter 16: Early Childhood Assessment
VE
Chapter 17: Assessment for Transition Education and Planning
D?
, Chapter 1
Special Education Assessment
ST
OVERVIEW
Special education assessment is an on-going, systematic process of gathering
UV
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
IA
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,
_A
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.
PP
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
RO
I. Definition of Assessment
A. Basic considerations
1. Special education assessment is an ongoing process
VE
2. Special education assessment is systematic
3. Special education assessment focuses on the collection of educationally
relevant information
4. Special education assessment is purposeful
D?
5. Special education assessment extends beyond the school years
B. Assessment, testing, and diagnosis are not synonymous
1. Tests are one type of assessment technique
2. Assessment, in contrast to testing, is a much broader term
3. Diagnosis is a term borrowed from the medical profession
1
Copyright © 2018, 2008, 2005 Pearson Education, Inc. All rights reserved.
, II. Assessment Past and Present
A. Influences on educational assessment practices
1. In the 1900’s assessment techniques were developed in part through the
work of Binet and others
ST
2. Controversy over the nature of intelligence
3. Work in other fields
a. Medicine
UV
b. Anthropology
c. Sociology
4. After World War II, services for individuals with disabilities were
expanded
a. Individual tests developed
IA
b. Abuses of assessment
5. PL 94-142 and PL 108-446 (IDEA 2004)
6. Trends within the fields of education and special education
_A
B. Status of educational assessment today
1. The challenge of appropriate procedures to assess culturally and
linguistically diverse students
2. Assessing students across multiple environments
PP
3. Assessment connected to academic standards
4. Implementation of the No Child Left Behind Initiative
III. Four Purposes of Assessment
RO
A. Identification and referral
1. Screening
2. Prereferral strategies
B. Determination of eligibility
C. Program planning
VE
D. Program implementation and evaluation
IV. Types of Assessment Procedures
A. Formal assessment strategies
1. Structured assessment procedures with specific guidelines for
D?
administration, scoring, and interpretation
a. Norm-referenced tests
1) Group administered tests
a. Often penalize students with disabilities
b. Commonly used in the general education environment
2
Copyright © 2018, 2008, 2005 Pearson Education, Inc. All rights reserved.
Assessing Students with
Special Needs, 8th Edition
ST
INSTRUCTOR’S
UV
MANUAL &
IA
TEST BANK
_A
PP
James A. McLoughlin Rena B. Lewis Effie P.
Kritikos
RO
Comprehensive Instructor’s Manual & Test Bank
for Instructors and Students
VE
||| ||| || ||| || | || ||| | || ||| |
9780134575704
D?
© James A. McLoughlin, Rena B. Lewis & Effie P. Kritikos. All
rights reserved. Reproduction or distribution without permission is
prohibited.
© MEDCONNOISSEUR
, TABLE OF CONTENTS
Instructor’s Manual & Test Bank – Assessing Students with Special Needs (8th Ed.)
Authors: James A. McLoughlin, Rena B. Lewis, and Effie P. Kritikos
ISBN: 9780134575704
ST
PART I: INTRODUCTION TO SPECIAL EDUCATION ASSESSMENT
Chapter 1: Special Education Assessment
Chapter 2: The Assessment Process
UV
Chapter 3: Embracing Parents and Families in the Assessment Process
PART II: SKILLS FOR SPECIAL EDUCATORS
Chapter 4: Selection of Assessment Tools
Chapter 5: Standardized Tests
IA
Chapter 6: Classroom Assessment
PART III: ASSESSMENT FOR SPECIAL EDUCATION ELIGIBILITY
_A
Chapter 7: Intellectual Performance
Chapter 8: Adaptive Behavior in Cultural Context
Chapter 9: Learning Disabilities
Chapter 10: Classroom Behavior
PP
PART IV: ASSESSMENT OF ACADEMIC SKILLS
Chapter 11: Academic Achievement
Chapter 12: Assessment of English Language Learners
Chapter 13: Reading
RO
Chapter 14: Mathematics
Chapter 15: Writing and Oral Language
PART V: IMPORTANT CONSIDERATIONS
Chapter 16: Early Childhood Assessment
VE
Chapter 17: Assessment for Transition Education and Planning
D?
, Chapter 1
Special Education Assessment
ST
OVERVIEW
Special education assessment is an on-going, systematic process of gathering
UV
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
IA
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,
_A
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.
PP
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
RO
I. Definition of Assessment
A. Basic considerations
1. Special education assessment is an ongoing process
VE
2. Special education assessment is systematic
3. Special education assessment focuses on the collection of educationally
relevant information
4. Special education assessment is purposeful
D?
5. Special education assessment extends beyond the school years
B. Assessment, testing, and diagnosis are not synonymous
1. Tests are one type of assessment technique
2. Assessment, in contrast to testing, is a much broader term
3. Diagnosis is a term borrowed from the medical profession
1
Copyright © 2018, 2008, 2005 Pearson Education, Inc. All rights reserved.
, II. Assessment Past and Present
A. Influences on educational assessment practices
1. In the 1900’s assessment techniques were developed in part through the
work of Binet and others
ST
2. Controversy over the nature of intelligence
3. Work in other fields
a. Medicine
UV
b. Anthropology
c. Sociology
4. After World War II, services for individuals with disabilities were
expanded
a. Individual tests developed
IA
b. Abuses of assessment
5. PL 94-142 and PL 108-446 (IDEA 2004)
6. Trends within the fields of education and special education
_A
B. Status of educational assessment today
1. The challenge of appropriate procedures to assess culturally and
linguistically diverse students
2. Assessing students across multiple environments
PP
3. Assessment connected to academic standards
4. Implementation of the No Child Left Behind Initiative
III. Four Purposes of Assessment
RO
A. Identification and referral
1. Screening
2. Prereferral strategies
B. Determination of eligibility
C. Program planning
VE
D. Program implementation and evaluation
IV. Types of Assessment Procedures
A. Formal assessment strategies
1. Structured assessment procedures with specific guidelines for
D?
administration, scoring, and interpretation
a. Norm-referenced tests
1) Group administered tests
a. Often penalize students with disabilities
b. Commonly used in the general education environment
2
Copyright © 2018, 2008, 2005 Pearson Education, Inc. All rights reserved.
