Assessing Students With Special Needs

7/23/2019 Assessing Students With Special Needs

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ASSESSING STUDENTS

WITH

VISUAL IMPAIRMENT


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* FUNCTIONAL VISIONASSESSMENT

* LEARNING MEDIAASSESSMENT

* EXPANDED CORECURRICULUM ASSESSMENT


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FUNCTIONAL VISION ASSESSMENT

Near and distance acuity-An acuity measurement istaken at near range (usually at a distance of 16

inches) using a near vision acuity chart. Peripheral visual eld -is the aility to see

movement or o!ects outside of the immediate lineof vision.

"eading level and speeds-An informal reading

inventory indicates the grade level at #hich a childis reading as #ell as ho# fast s$he is reading incomparison to her$his peer

%urrent print functioning-&he functional visionassessment should state the child's primary mode ofreading #hether it is regular print large print

optical devices or raille.

-assessment includes a variety of evaluations

that test the child's use of vision and visualeciency in daily activities.


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- *+amples of oth near and distance information-- &he assessment report should include e+amples of

environmental features such as faces signs and travel cuesthe child can see and at #hat distance the child can see eachfeature.

- ,ight sensitivity-- ,ight sensitivity has implications for ho# the student

performs in a variety of illuminated settings-

%olor perception-- perception is the aility to perceive dierences in color.ecause many facets of daily life are in/uenced y color child's aility to dierentiate colors needs to e kno#n

- %onvergence-- is the necessary in#ard movement of the eyes in order to

focus on a near o!ect.- *ye movements-

- of children and youth refer to the aility to track a movingo!ect in vertical hori0ontal oliue and circular directions.

- *ye preferences-- 2s a term used to descrie the eye a person prefers to use for

accessing his$her visual environment. Although not al#aysthe preferred eye is often the eye #ith the etter acuity.


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- 3uscle alance-alance is a term used to descrie the alignment ofthe eyes and ho# they move together. Proper alignment is needed

for the eyes to #ork together. 2n addition proper muscle alance isessential for the aility to converge

- inocular vision- inocular vision is a person's aility to perceivethree-dimensional depth y fusing the images of each eye.

- 4epth perception-4epth perception is the aility to distinguish an

o!ect's solidity and its position in space relative to other o!ectsnot in the same plane

- 5isual eciency-refers to ho# #ell a child completes tasks thatreuire a visual skill.


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LEARNING MEDIA ASSESSMENT

To determine the most effeti!e medi"m for instr"tion #ndte#hin$ method

The LMA $#thers three t%&es of inform#tion on e#h st"dent'

effiien% (ith (hih the st"dent $#thers inform#tion from!#rio"s sensor% h#nne)s' !is"#) t#ti)e #"ditor%

t%&es of $ener#) )e#rnin$ medi# the st"dents "ses or (i)) "se

)iter#% medi# the st"dents (i)) "se for re#din$ #nd (ritin$


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EXPANDED CORECURRICULUM ASSESSMENT

+od% of ,no()ed$e #nd s,i))s needed +% st"dents (ith!ision )oss in order to +e s"essf") in shoo) #nd#d#&ti!e +eh#!ior

In)"des'* orient#tion #nd mo+i)it%

* soi#) inter#tion

* rere#tion #nd )eis"re

* "se of #ssisti!e tehno)o$%* inde&endent )i!in$ s,i))s

* #reer ed"#tion

* !is"#) effiien%

* se)f- determin#tion* om ens#tor ##demi s,i))s


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ASSESSMENT

TOOLS


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Co$niti!e ASSESSMENT

In!o)!es the "se of &er #nd &eni) t#s, to #ssess # (ider#n$e of #+i)ities.

attention

memory

prolem-solving

language skills

intellectual functioning


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r ! "Ahie!ement Test

An #hie!ement test me#s"re ho( #n indi!id"#) is $oin$ in ert#in#re#s of ##demi shoo) (or,.

The /IAT 0 II h#s the fo))o(in$ s"+ tests'

/ord Re#din$

Re#din$ Com&rehension

N"meri#) O&er#tions 0 (ritten m#ths &ro+)ems.

M#ths Re#sonin$ 0 !er+#))% &resented &ro+)ems (ith !is"#) "es.

S&e))in$ /ritten E1&ression

Listenin$ Com&rehension #nd

Or#) E1&ression.


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2#si re#din$ r#te s#)e'2r#i))e Edition

# form of (ritten )#n$"#$e for +)ind &eo&)e in (hihh#r#ters #re re&resented +% tterns of r#ised dotsth#t #re fe)t (ith the fin$erti&s.

Gr#de +r#i))e re#din$ r#te

3 45 /PM

6 47 /PM

4 88/PM

8 89/PM Co))e$e 554/PM


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St#nford Ahie!ement

Test

St#nford 5:

The St#nford Ahie!ement Test in)"des re#din$ m#th )#n$"#$es&e))in$ )istenin$ siene #nd soi#) st"dies. The e1#t s"+;etso!ered in %o"r hi)d


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Norm- ReferenedAhie!ement Tests

omre # &erson

Th#t is this t%&e of test identifies (hether the test t#,er&erformed +etter or (orse th#n other test t#,ers not (hether thetest t#,er ,no(s either more or )ess m#teri#) th#n is neess#r% for

# $i!en &"r&ose. The term normative assessmentrefers to the &roess of

omrin$ one test-t#,er to his or her &eers.


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Criterion- Referened Tests

A criterion-referenced testis # test th#t &ro!ides # +#sis fordeterminin$ # #ndid#te


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The S&ei#) Ed"#tionReferr#) Assessment

P)#nnin$ #nd P)#ement

Proess


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Ph#se 5' Initi#tin$ the Referr#)

Shoo) &ersonne) or rents indi#te onern #+o"tst"dent?s )e#rnin$ +eh#!ior or o!er#)) de!e)o&ment.

If referr#) is m#de +% shoo) &ersonne) rents #re

notified of onerns. Chi)d-st"d% te#m deides to &ro!ide #ddition#) s"&&ort

ser!ies #nd #d#&t st"dent?s instr"tion#) &ro$r#m &riorto initi#tin$ form#) #ssessment for e)i$i+i)it%.

Shoo) see,s #nd reei!es rents? &ermission to

e!#)"#te st"dent?s e)i$i+i)it% for s&ei#) ed"#tionser!ies.


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Ph#se @' Assessin$ St"dent E)i$i+i)it%#nd Ed"#tion#) Need

M")tidii&)in#r% #nd nondisrimin#tor% #ssessment too)s#nd str#te$ies #re "sed to e!#)"#te st"dent?s e)i$i+i)it%for s&ei#) ed"#tion ser!ies.

Chi)d 0 st"d% te#m re!ie(s #ssessment inform#tion todetermine 5B (hether st"dent meets e)i$i+i)it%re"irements for s&ei#) ed"#tion ser!ies "nder 5 of5@ dis#+i)it% )#ssifi#tions or meets the definition ofde!e)o&ment#))% de)#%ed for st"dents +et(een #des 3#nd B #nd @B (hether st"dent re"ires s&ei#)ed"#tion ser!ies

If te#m #$rees th#t the st"dent is e)i$i+)e for needss&ei#) ed"#tion ser!ies then the &roess mo!es to&h#se 3.


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Ph#se 3' De!e)o&in$ the Indi!id"#)iedEd"#tion Pro$r#m IEPB

A&&ro&ri#te &rofession#)s to ser!e on #n IEP te#m #reidentified. A te#m oordin#tor is #&&ointed.

P#rents #nd st"dent (hen #&&ro&ri#teB rtiite #se"#) mem+ers of the te#m #nd #re &ro!ided (ith(ritten o&ies of #)) #ssessment inform#tion.

Te#m meets #nd #$rees "&on essenti#) e)ements of thest"dent?s indi!id"#)ied ed"#tion &ro$r#m &)#n'

Me#s"r#+)e #nn"#) $o#)s


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S,i)) #re#s needin$ s&e#i) ed"#tion #nd re)#ted ser!ies Persons res&onsi+)e for &ro!idin$ ser!ies #nd s"&&orts to

meet st"dent?s identified needs

Criteri# e!#)"#tion &roed"res to #ssess &ro$ress

St"dent?s #ess to the $ener#) ed"#tion "rri")"m

St"dent?s rtiition in st#te 0 (ide or shoo) distrit#ssessments

2e$innin$ #nd end d#tes for s&ei#) ed"#tion ser!ies

A &roess for re&ortin$ to rents on st"dent?s &ro$ressto(#rd #nn"#) $o#)s

Positi!e +eh#!ior#) inter!ention &)#n if needed


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Ph#se 6' Determinin$ the Le#st Restriti!eEn!ironment LREB

Identif% &otenti#) ed"#tion#) &)#ements +#sed onst"dent?s #nn"#) $o#)s #nd s&ei#) ed"#tion ser!ies to+e &ro!ided.

Adherin$ to the &rini&)e th#t st"dents (ith dis#+i)ities#re to +e ed"#ted (ith their &eers (itho"t dis#+i)ities tothe m#1im"m e1tent #&&ro&ri#te ;"stif% #n% remo!#) ofthe hi)d from $ener#) ed"#tion )#ssroom.

/ith rents in!o)!ed in the deision-m#,in$ &roessdetermine st"dent?s #&&ro&ri#te ed"#tion#) &)#ement.

Do"ment on the st"dent?s IEP ;"stifi#tion for #n%remo!#) from the $ener#) ed"#tion )#ssroom.


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Te#m mem+ers #$ree in (ritin$ to the essenti#)e)ements of the IEP #nd to the ed"#tion#) &)#ement(here s&ei#) ed"#tion #nd re)#ted ser!ies #re to +e&ro!oded.

As mem+ers of the IEP te#m rents m"st onsent in(ritin$ to +e #$reed-"&on ed"#tion#) &)#ement fortheir hi)d.


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ANY QUESTION?


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&7* *N4

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Assessing Students With Special Needs