Instructor’s Manual and Test Bank #xf #xf #xf #xf
to accompany#xf
Assessing Students with Special Needs
#xf #xf #xf #xf
Eighth Edition #xf
Effie P. Kritikos, Northeastern Illinois University
#xf #xf #xf #xf #xf
James A. McLoughlin, Cleveland State
#xf #xf #xf #xf #xf
University Rena B. Lewis, San Diego State
#xf #xf #xf #xf #xf #xf #xf
University #xf
Boston Columbus Indianapolis New #xfYork San #xfFrancisco Hoboken
#xf Amsterdam #xfCape #xfTown # x f Dubai London # x f Madrid # x f Milan
# x f Munich #xfParis #xfMontreal #xfToronto
Delhi # x f # x f Mexico #xfCity Sao #xfPaolo
# x f Sydney # x f Hong #xfKong # x f Seoul # x f #xf Singapore Taipei # x f Tokyo
SCHOLARVAULT
,Copyright #xf© #xf2018, #xf2008, #xf2005 #xfby #xfPearson #xfEducation, #xfInc. #xfor #xfits #xfaffiliates. # x f All #xfRights
#xf Reserved. # x f Printed #xfin #xf the #xf United #xf States #xfof #xf America. #xfThis #xf publication #xf is #xf protected #xf by
#xfcopyright, #xf and #xf permission #xf should #xf be #xf obtained #xffrom #xf the #xf publisher #xf prior #xfto #xf any #xf prohibited
#xfreproduction, #xf storage #xf in #xf a #xfretrieval #xf system, #xf or #xf transmission #xf in #xf any #xfform #xf or #xf by #xf any
#xfmeans, #xfelectronic, #xfmechanical, #xfphotocopying, #xfrecording, #xfor #xf otherwise. #xf For #xf information
#xfregarding #xf permissions, #xfrequest #xfforms #xf and #xf the #xfappropriate #xfcontacts #xfwithin #xf the #xf Pearson
Education #xfGlobal #xfRights #xf& #xfPermissions #xfDepartment, #xfplease #xfvisit #xf www.pearsoned.com/permissions/.
Instructors #xfof #xfclasses #xfusing #xfAssessing #xfStudents #xfwith #xfSpecial #xfNeeds, #xf8e, #xfby #xfEffie #xfP.
#xfKritikos, #xfJames #xfA. #xfMcLoughlin, #xfand #xfRena #xfB. #xfLewis #xfmay #xfreproduce #xfmaterial #xffrom #xfthe
#xf Instructor’s #xfResource #xf Manual #xfand #xfTest #xf Bank #xffor #xf classroom #xf use.
10 # x f 9 # x f 8 # x f 7 # x f 6 # x f 5 # x f 4 # x f 3 # x f 2 # x f 1 ISBN-10: #xf0134254694
ISBN-13: # x f 9780134254692
www.pearsonhighered.com
ii
SCHOLARVAULT
, Table of Contents
#xf #xf
Chapter #xf1: #xfSpecial #xfEducation #xfAssessment 1
Chapter #xf2: #xfThe #xfAssessment #xfProcess 15
Chapter #xf3: #xfIncluding #xfParents #xfand #xfFamilies #xfin #xfthe #xfAssessment 31
#xfProcess
Chapter #xf4: #xfSelection #xfof #xfAssessment #xfTools #xfto #xfPromote #xfFair 44
#xfAssessment
Chapter # x f 5: # x f Standardized # x f Tests 59
Chapter #xf6: #xfClassroom #xfAssessment 75
Chapter #xf7: #xfIntellectual #xfPerformance 93
Chapter # x f 8: # x f Adaptive # x f Behavior 106
Chapter # x f 9: # x f Learning # x f Disabilities 114
Chapter #xf10: #xfClassroom #xfBehavior #xfand #xfBehavioral #xfDisorders 130
Chapter #xf11: #xfAcademic #xfAchievement 145
Chapter #xf12: #xfEnglish #xfLanguage #xfLearners 162
Chapter #xf13: #xfReading 169
Chapter #xf14: #xfMathematics 185
Chapter #xf15: #xfWriting #xfand #xfOral #xfLanguage 199
Chapter #xf16: #xfEarly #xfChildhood #xfAssessment 220
Chapter #xf17: #xfAssessment #xffor #xfTransition #xfand #xfPlanning 236
iii
Copyright #xf© #xf2018, #xf2008, #xf2005 #xfPearson #xfEducation, #xfInc. #xfAll #xfrights
#xfreserved.
SCHOLARVAULT
, 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
I. Definition of Assessment
A. Basic considerations
1. Special education assessment is an ongoing process
2. Special education assessment is systematic
3. Special education assessment focuses on the collection of educationally
relevant information
4. Special education assessment is purposeful
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 #xf© #xf2018, #xf2008, #xf2005 #xfPearson #xfEducation, #xfInc. #xfAll #xfrights
#xfreserved.
SCHOLARVAULT
to accompany#xf
Assessing Students with Special Needs
#xf #xf #xf #xf
Eighth Edition #xf
Effie P. Kritikos, Northeastern Illinois University
#xf #xf #xf #xf #xf
James A. McLoughlin, Cleveland State
#xf #xf #xf #xf #xf
University Rena B. Lewis, San Diego State
#xf #xf #xf #xf #xf #xf #xf
University #xf
Boston Columbus Indianapolis New #xfYork San #xfFrancisco Hoboken
#xf Amsterdam #xfCape #xfTown # x f Dubai London # x f Madrid # x f Milan
# x f Munich #xfParis #xfMontreal #xfToronto
Delhi # x f # x f Mexico #xfCity Sao #xfPaolo
# x f Sydney # x f Hong #xfKong # x f Seoul # x f #xf Singapore Taipei # x f Tokyo
SCHOLARVAULT
,Copyright #xf© #xf2018, #xf2008, #xf2005 #xfby #xfPearson #xfEducation, #xfInc. #xfor #xfits #xfaffiliates. # x f All #xfRights
#xf Reserved. # x f Printed #xfin #xf the #xf United #xf States #xfof #xf America. #xfThis #xf publication #xf is #xf protected #xf by
#xfcopyright, #xf and #xf permission #xf should #xf be #xf obtained #xffrom #xf the #xf publisher #xf prior #xfto #xf any #xf prohibited
#xfreproduction, #xf storage #xf in #xf a #xfretrieval #xf system, #xf or #xf transmission #xf in #xf any #xfform #xf or #xf by #xf any
#xfmeans, #xfelectronic, #xfmechanical, #xfphotocopying, #xfrecording, #xfor #xf otherwise. #xf For #xf information
#xfregarding #xf permissions, #xfrequest #xfforms #xf and #xf the #xfappropriate #xfcontacts #xfwithin #xf the #xf Pearson
Education #xfGlobal #xfRights #xf& #xfPermissions #xfDepartment, #xfplease #xfvisit #xf www.pearsoned.com/permissions/.
Instructors #xfof #xfclasses #xfusing #xfAssessing #xfStudents #xfwith #xfSpecial #xfNeeds, #xf8e, #xfby #xfEffie #xfP.
#xfKritikos, #xfJames #xfA. #xfMcLoughlin, #xfand #xfRena #xfB. #xfLewis #xfmay #xfreproduce #xfmaterial #xffrom #xfthe
#xf Instructor’s #xfResource #xf Manual #xfand #xfTest #xf Bank #xffor #xf classroom #xf use.
10 # x f 9 # x f 8 # x f 7 # x f 6 # x f 5 # x f 4 # x f 3 # x f 2 # x f 1 ISBN-10: #xf0134254694
ISBN-13: # x f 9780134254692
www.pearsonhighered.com
ii
SCHOLARVAULT
, Table of Contents
#xf #xf
Chapter #xf1: #xfSpecial #xfEducation #xfAssessment 1
Chapter #xf2: #xfThe #xfAssessment #xfProcess 15
Chapter #xf3: #xfIncluding #xfParents #xfand #xfFamilies #xfin #xfthe #xfAssessment 31
#xfProcess
Chapter #xf4: #xfSelection #xfof #xfAssessment #xfTools #xfto #xfPromote #xfFair 44
#xfAssessment
Chapter # x f 5: # x f Standardized # x f Tests 59
Chapter #xf6: #xfClassroom #xfAssessment 75
Chapter #xf7: #xfIntellectual #xfPerformance 93
Chapter # x f 8: # x f Adaptive # x f Behavior 106
Chapter # x f 9: # x f Learning # x f Disabilities 114
Chapter #xf10: #xfClassroom #xfBehavior #xfand #xfBehavioral #xfDisorders 130
Chapter #xf11: #xfAcademic #xfAchievement 145
Chapter #xf12: #xfEnglish #xfLanguage #xfLearners 162
Chapter #xf13: #xfReading 169
Chapter #xf14: #xfMathematics 185
Chapter #xf15: #xfWriting #xfand #xfOral #xfLanguage 199
Chapter #xf16: #xfEarly #xfChildhood #xfAssessment 220
Chapter #xf17: #xfAssessment #xffor #xfTransition #xfand #xfPlanning 236
iii
Copyright #xf© #xf2018, #xf2008, #xf2005 #xfPearson #xfEducation, #xfInc. #xfAll #xfrights
#xfreserved.
SCHOLARVAULT
, 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
I. Definition of Assessment
A. Basic considerations
1. Special education assessment is an ongoing process
2. Special education assessment is systematic
3. Special education assessment focuses on the collection of educationally
relevant information
4. Special education assessment is purposeful
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 #xf© #xf2018, #xf2008, #xf2005 #xfPearson #xfEducation, #xfInc. #xfAll #xfrights
#xfreserved.
SCHOLARVAULT
