Assessment and Special Services

7/23/2019 Assessment and Special Services

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ASSESSMENT AND SPECIAL

SERVICES

MA. LEA A. RONDA, Ph.D.

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ASSESSMENT

Danielle is in serious danger of failing fourth grade

again. She appears to have difficulty following

directions, completing assignments on time,

progressing in reading and spelling, and interacting

with her peers. Her teacher believes that Danielle

may have a learning disability.Jaime has become severely withdrawn in the last

year. His grades have been declining steadily, he is

starting to skip school, and when the teacher calls on

him in class, he responds rudely or not at all. Theteacher is worried that Jaime may have an emotional

disorder.2


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ASSESSMENT

Process that involves collecting informationabout a student for the purpose of making

decisions (Salvia & Ysseldyke, 2007)

It involves gathering information about a

students strengths and needs in all areas ofconcern (Friend and Bursuck, 2006)

Refers to the gathering of relevant information to

help an individual make decisions (Taylor,2006)

Includes many formal and informal methods of

evaluating about a student progress and

behavior (Overton, 2006) 3


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EDUCATIONAL AND

PSYCHOLOGICAL ASSESSMENT OF

EXCEPTIONAL STUDENTSInvolves the collection of information

that is relevant in making decisions

regarding appropriate goals and

objectives, teaching strategies andprogram placement (Pierangelo &

Giuliani, 2009)

Describes the way information iscollected for making an educational

decision (Cohen and Spenciner, 2007)4


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DIFFERENCE IN DEVELOPMENT

Inter-individual differences - The general gap inability or performance between the child with

disabilities and his/her peers.

Intra-individual differences- A major variation in

the abilities or development of a single child.

Intraindividual differences reflect

differences within a childs own abilities, as

opposed to interindividual differences, which

reflect how children differ from other children. 5


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A child may have the intelligence of an 11-

year-old but the social behavior of a -year-

old, so both interindividual and intraindividual

differences are of concern to special educators.

It is just as important for teachers to !now achilds individual strengths and wea!nesses as

it is to !now how she compares with other

children.Intraindividual differences can show up in any

area" intellectual, psychological, physical, or

social.6


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ASSESSMENTThe process of using tests and other measures of

student performance and behavior to makeeducational decisions

Importance:

Identifying a students learning problems or difficultiesTo gain essential information about the child-conditions,

abilities, interests and problems

Required or mandated by the law, required by some schools

for curriculum planningSelecting intervention strategies that respond to specific

problems

Essential in developing IEPs7


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SERVICES

Include the use of special equipment,

facilities and services, educational resources,the physical environment, school

organization and attendance and transport

to support the educational program of the

Child and Youth with Special Needs

(CYSEN)

PROGRAMSRefer to the structure , administrative

organizations and plans used to deliver special

educational needs to particular types of CYSEN8


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TYPES OF ASSESSMENT

DECISIONS

Screening

Diagnosis

Eligibility

Program Planning

Progress monitoring and evaluation

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Screening

A procedure designed to identify thechildren who need to be referred for more

in-depth assessment

Potential for developmental delay or

disability, vision, hearing, health and

physical

Whether or not a child should be referred

for more in-depth assessmentPrior to entry into a program

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Diagnosis

The process of confirming the presence

or absence of a delay or disability

Evidence that a development delay or

disability exists and its nature and

extentWhether or not the child has

development delay or disability

Prior to entry into a program

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Eligibility

A comprehensive diagnostic process todetermine if a child meets the criteria to

be eligible for special services

Comprehensive diagnostic information

that is standardized, norm-referenced and

comparative

Whether or not a child is eligible for a

program or services specified in thecriteria for eligibility

Prior to entry into a program 12


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Program planning

A procedure used to identify desired

goals/outcomes for the IFS/IEP and how todesign instruction

Evidences of the childs developmental skills and

behaviors; family preferences and priorities for the

child; family resoures and strenghts; setting inwhich the child spends time and the demands of

those settings

What type of routines, activities, materials and

equipment to use with the individual child

What styles of learning to use with the child

What adult and peer interactions may work best

with the child13


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Progress monitoring and evaluation

A process of collecting information about a

childs progress, the familys satisfactionwith services, and the programs

effectiveness

Evidence of the childs developmental

skills and behaviors in comparison to

those skills at the beginning of the childs

entry into the program; family satisfaction

and indication of whether or not theirpriorities have been met; childs ability to

be successful in the setting in which he or

she spends time14


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To determine the effectiveness of programming

for an individual child or group of children

To determine the change in a childs skill and

behaviors

To determine family satisfaction

To evaluate a programs overall effectiveness

Periodically as needed to determine whether or

not intervention is effective at the end a

program year or cycle; when dictated by

administrative policy and funding sources

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ASSESSMENT

Norm-referenced testDiagnostic achievement test

Interviews

ObservationsInformal assessment

Portfolio assessment

Information Processing Model

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#any school systems employ a prereferral committee tofind ways of coping with a childs behavior prior toresorting to a full referral process and a fullassessment.

The assessment process involves prereferral, screening,diagnosis and classification, instructional planning, pupilevaluation, and program evaluation.

$i% general approaches can be used to assess a child" &1' norm-referenced tests

&(' diagnostic achievement tests

&)' interviews

&*' observations,

&+' informal assessment

&' portfolio assessment17


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Assessing student progress has traditionally been

accomplished through the use ofstandardized,

norm-referenced achievement tests.owever, these tests do not adeuately measure the

attainments of many children with e%ceptionalities.

Performance assessments and authentic

assessments are new approaches that supplement

standardied assessments.

Performance assessments measure the

applications of !nowledge, and authenticassessmentsinvolve e%amining the typical

classroom performance of a student rather than a

contrived tas!.18


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are also needs to be ta!en with regard to the

interaction of the childs home culture and the impact

that the childs culturally influenced behavior has on

performance.

$pecial educators are challenged to address the

academic standards movementposition that allstudents be e%pected to learn and achieve according to

high standards, including students with disabilities.

The information processing model can be used to

identify additional specific areas that may need

educational attention. 19


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Screening

Conducted in some states where otherapproaches are not in place

Carried out by the psychologist, counselor,

principal, or other appropriate schoolprofessional Professionals discuss nature, severity andpersistence of student problem

Existing information from past and presentstudent records is reviewed to inform decisionsfor special education consideration

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Special Education Referral

Multidisciplinary team convenes

to consider special education

Parents are full team members

Parents informed of their rights

Parents must give permission for

initial individual assessment

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Assessment Components Student must be assessed in all areas ofsuspected need

Assessment typically includes:

Vision and hearing screening Intellectual ability

Achievement

Social and behavioral functioning Developmental history

Other areas needed22


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Assessment Procedures

Must benondiscriminatoryon a racial,cultural, and linguistic basis

Instruments must bevalidandreliable Instruments must be administered bytrainedprofessionals

Testing form must take into account possibleimpactof thesuspected disability

Testing must be in thelanguagewith whichchild is most comfortable

Include avarietyof assessment tools23


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Decision Making for Special Education

Does student have adisability?

Does the disabilityadverselyaffecteducational performance?

Can studentsneeds be

addressedthrough specialeducation?

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When Student is Eligible for

Special Education

Individualized education

program (IEP) is developed

Placement decision is madeafter

IEP is developed

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Members of the IEP Team

Parents

General

education

teacher

Others

Evaluation

person

Student

District

representative

Specialeducationteacher

Agencypersonnel

Exceptions to team composition

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Required Components of the

IEPPresent levels of performance

Annual goals and short term objectives

Special education and related servicesSupplementary aids and services

Assistive technology

Participation with nondisabled peers

Participation in state/district

testing28


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Additional IEP Components

Dates and locations of service

Placement decision

Transition services needed at age 16Age of majority

How progress will be measured and

reported to parents Other considerations

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The Continuum of

Placements General Education

Resource Class

Separate Class

Separate School

Residential Facility Other Placement Settings

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How are Disagreements Resolved?

Dispute resolution session

Knowledgeable professionals try first to

resolve the issues

Mediation

Impartial professional meets with each partyto try to resolve the dispute

Due process hearing

Formal procedure often resembling a trial

Impartial hearing officer makes decision

Decision may be appealed

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Issues Related to Special Education

Professionals and Procedures

Shortage of special education teachers 98% of urban school districts have immediate openings

for special education teachers

Response to Intervention Requires valid implementation by general education

teachers

Document impact of research-based practices

implemented

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EARLY INTERVENTION

The purpose ofearly intervention

is to provide necessary supports and

services to optimize the child's

development as early as possible.Early interventionrefers to a

range of services provided to

children, parents, and familiesduring pregnancy, infancy, and/or

early childhood 33


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DETECTING DISABILITIES AFTER

BIRTH

Apgar TestTheApgar test, developed in 10+(, is still used to

determine the health of a newborn infant. Itmeasures the heart rate, respiratory effort, muscle

tone, and general physical state, including s!incolor. $cores of , 1, or ( are given in each of thefive areas being measured.

A below-average Apgar score &+ or less' at one and

five minutes after birth is used to determine thepossibility of debilitating conditions, the need foradditional testing, and the need for medicalintervention. 34


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Newborn Behavior Observations (NBO)

The newborn behavioral observations &234'

approach is being introduced to help parents and

professionals understand the preferences and

vulnerabilities of the newly born infant &2ugent et

al., (5a'.

The 234 approach can be used in a variety ofsettings and helps sensitie parents to the

competencies and needs of their baby. This

approach builds on naturalistic observations of the

caregiver and infant to help create an optimalsupport system for both the family and the child

&2ugent, 3lanchard, 6 $tewart, (5'. 35


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7sing the 234, the clinician partners with the parent to

understand the infant and models strategies to help the parent

gain in confidence and parenting s!ills &2ugent 6 3lanchard,

('.Through a series of observations, an understanding is formed

of the infants uniue traits and temperament, and this

!nowledge allows the parents to better respond to their babys

needs.The patterns revealed by the 234 approach can also help

parents and clinicians decided whether further developmental

assessments are needed &8evine, ('.

earing assessments should be given at birth. hild 9ind is a part of I:;A &(*' and reuires that states

identify, locate and evaluate all children from birth to age (1

who are in need of early intervention services or special

education.36


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Response to Intervention

(RTI)Alternative systems based on students lack ofresponse to instructional intervention

Ensures research based interventions are used

as soon as childs academic difficulties areidentified Ensures that professionals gather data oneffectiveness of new remedial strategies used toaddress childs needs

These data may be used as continuousprogress monitoring.

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WHAT PUTS CHILDREN AT RISK?

Genetic disorders

Events occurring during pregnancy and

birth

Environmental stressors

Substance abuse

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PRENATAL AND NEONATAL

IDENTIFICATION

Genetic counseling

Prenatal testing

Alpha-fetoprotein testUltrasound

Amniocentesis

Chorionic villus biopsy

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According to #arch of :imes, at-riskinfant is one who, because of low birth

weight, prematurity, or serious medicalcomplications, has a greater chance ofhaving developmental delays or cognitiveor motor deficits.

3atshaw indicated three general types ofconditions that put these children at ris!"&1' genetic disorders,

&(' events occurring during pregnancy orat birth, and

&)' environmental conditions. 40


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#any times genetic disorders can

be detected before birth throughthe process of genetic counseling

and prenatal testing The uman


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There are appro%imately thirty thousand

genes in the human genome, and more

than one thousand different genetic causes

of Intellectual and developmental

disabilities have been identified &Tartaglia

et al., (5'.


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Events occurring during pregnancy or at birth can cause a

child to be born with disabilities.

A number of problems can arise, from the mother contractingosettis &10?' study of the increased ris! of having a child

with disabilities if the mother is over the age of )+ is beingree%amined in light of the growing number of professional

women who are delaying the birth of a first child until later in

their careers.

:iabetes can lead to fetal malformation and control of diabetescan prevent the occurrence of many disabilities &


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Environmental risksare the major cause of

disabilities in children by age . #any poor child-

rearing strategies are due to a lac! of education orneglect. >ecently, there has been a high incidence of

child abuse &osmos, (1@ $ameroff 6 9eise,

('.

$tudies oney, 10?*' show that some severely

physically abused children, besides incurring

emotional deficits, can actually stop growing

physically and intellectually.Poverty can lead to alac! of prenatal care and malnutrition.

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Substance abuseby either the father or mother

of an infant may lead to later disabilities in the

child.The heavy use of alcohol by the mother may

lead tofetal alcohol syndromeevidenced by

facial abnormalities, heart disease, small sie,and some degree of I::.

The abuse of the body brought about by heavy

smo!ing by the mother can lead to premature

birth and later complications for the child. Illicit

drug use by the mother can lead to a wide range

of behavior problems &ohen 6 ;rwin, 100*' 45


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EDUCATIONAL RESPONSES

The Individualized Family Service

Plan

Multidisciplinary Team

Inclusion and Natural Learning

Environments

Blended practices

Embedded instruction

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T; B;2TI42 =>4A#$ I$

T4 ;8= T; I8: CIT

;D;=TI42A8ITI;$ :;B;84= T4 I$ 4>;> #ADI#7# =4T;2TIA8.

=art of the Individuals with :isabilities ;ducation

Act &I:;A' reuires that an individualized family

services plan (IFSP)be developed for each child

diagnosed with e%ceptionality.

The I9$= should contain

&1' a statement of the childs present levels@

&(' a statement of the familys strengths and needs

relating to the development of the child@ 47


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&)' a statement of the major outcomes e%pectedto be achieved for the child and family, including

procedures, goals, timelines, and assessments@ &*' a statement of specific early interventionservices necessary to meet the uniue needs ofthe child and family@

&+' a statement of the natural environments inwhich early intervention services shallappropriately be provided, including a

justification of the e%tent, if any, to which the

services will not be provided in a naturalenvironment@ &' the projected dates for initiation of services

and the anticipated duration of the services@ 48


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&5' the name of the service coordinators who will be

responsible for implementing the plan@ and

&?' the steps to be ta!en to support the transition to

preschool or school. 3ecause it is essential that morethan one professional wor! with the child and family,

multidisciplinary teamsare established.

;ach team includes a physician or health-care wor!er

who e%amines the child and his or her medical records,and other specialists as deemed necessary

Chen all necessary information has been gathered, the

multidisciplinary team, which includes the family, meets

to discuss the case and to determine the appropriatemeasures to be ta!en. =arents can choose whether or not

to involve their children in the provided services.

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Inclusion is primarily designed to promote social

relationships between children with disabilities and

those without disabilities and to facilitate optimalaccess to learning opportunities.

I:;A (* encourages educating young children in

natural environmentsthat is, settings that are

normal for children of that age who do not have

disabilities &arta 6 Eong, (5@ 2orman 6

#cormic!, ('. The use of blended practices

that draw from general early childhood and earlychildhood special education allows the teacher in the

inclusive classroom to meet the needs of all of her

children &


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In the natural learning environment, the use

of embedded instructioncan help meet the

needs of children with disabilities.

Activity-based, embedded approaches are

particularly useful in promoting and

enhancing young childrens socialcompetence &$uires 6 3ric!er, (5'.

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Assessment and Special Services