The Special Educator's Guide to Assessment: A Comprehensive Overview by IDEA Disability Category
Autor Tara S. Guerriero, Mary A Houser, Vicki A. McGinleyen Limba Engleză Paperback – 3 noi 2020
While special education teachers are often not the ones conducting comprehensive evaluations, it is paramount that they understand their students’ individual characteristics, and understand how assessment is used to determine diagnosis and eligibility. Framing the text around The Individuals with Disabilities Act (IDEA) provides students with concrete standards by which all disabilities are evaluated and regulated in our public educational system.
Part I introduces the basic topics of assessment, ethics, and assessment types. Part II moves on to provide diagnostic and eligibility criteria according to IDEA categories that are most commonly diagnosed in an educational setting while Part III describes the criteria for IDEA categories most commonly diagnosed in a medical setting. Features like case studies and sample comprehensive evaluations help bring to life assessment and how it applies in real classrooms.
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Specificații
ISBN-13: 9781544344232
ISBN-10: 1544344236
Pagini: 504
Dimensiuni: 187 x 232 mm
Greutate: 0.73 kg
Ediția:First Edition
Editura: SAGE Publications
Colecția Sage Publications, Inc
Locul publicării:Thousand Oaks, United States
ISBN-10: 1544344236
Pagini: 504
Dimensiuni: 187 x 232 mm
Greutate: 0.73 kg
Ediția:First Edition
Editura: SAGE Publications
Colecția Sage Publications, Inc
Locul publicării:Thousand Oaks, United States
Recenzii
“I
like
the
idea
of
various
disabilities
being
addressed
and
the
way
the
authors
have
laid
that
aspect
out.”
“A chapter on each disability, focused on assessment. I don’t think I’ve ever seen a textbook with that focus.”
“I’m glad to see a chapter devoted to multiple disabilities.”
“A comprehensive and valuable guide to assessments for each category of disability.”
“The authors have thought through the complexity of assessment. The backgrounds of the authors do suggest that they have brought their vested years of experience and knowledge to this project....I do like the focus on a disability determination approach. This organization supports the concept of providing thorough assessments in all areas of a suspected disability and would most likely dispel the idea that an assessment for special education determination is not a cookie-cutter approach.”
“This textbook is a comprehensive resource covering multiple practical aspects regarding student assessment and identification. The text explores IDEA disability categories against the backdrop of assessment and student needs. It will help teachers and assessment personnel understand the current federal law(s) regarding special education assessment and identification.”
“I would describe it as somewhat of a cross between an introductory survey of exceptionalities book (because of its emphasis on the characteristics of specific disability groups) and a book on assessment for eligibility.”
“I would certainly need to see the completed text but based on the Table of Contents I believe the book addresses some important areas that seem to covered somewhat perfunctorilyin other texts-disabilities in the context of assessment is one major area of strength as is making connections between diagnosis and instruction.”
“It is an excellent example of how a text should be written and organized.”
“The Special Educator's Guide to Assessment presents a clear, easy to follow recipe for comprehension of a complicated area in teacher education for special educators. Explanations of concepts are applied in scenarios and with clear language.”
“This text provides a broad overview of assessment for the disability categories outlined in IDEA.”
“The book provides the reader with an understanding of the assessment within the special education process. The book provides a summary and overview of the assessment process. The information provided is useful and valuable to special education practitioners.”
“A chapter on each disability, focused on assessment. I don’t think I’ve ever seen a textbook with that focus.”
“I’m glad to see a chapter devoted to multiple disabilities.”
“A comprehensive and valuable guide to assessments for each category of disability.”
“The authors have thought through the complexity of assessment. The backgrounds of the authors do suggest that they have brought their vested years of experience and knowledge to this project....I do like the focus on a disability determination approach. This organization supports the concept of providing thorough assessments in all areas of a suspected disability and would most likely dispel the idea that an assessment for special education determination is not a cookie-cutter approach.”
“This textbook is a comprehensive resource covering multiple practical aspects regarding student assessment and identification. The text explores IDEA disability categories against the backdrop of assessment and student needs. It will help teachers and assessment personnel understand the current federal law(s) regarding special education assessment and identification.”
“I would describe it as somewhat of a cross between an introductory survey of exceptionalities book (because of its emphasis on the characteristics of specific disability groups) and a book on assessment for eligibility.”
“I would certainly need to see the completed text but based on the Table of Contents I believe the book addresses some important areas that seem to covered somewhat perfunctorilyin other texts-disabilities in the context of assessment is one major area of strength as is making connections between diagnosis and instruction.”
“It is an excellent example of how a text should be written and organized.”
“The Special Educator's Guide to Assessment presents a clear, easy to follow recipe for comprehension of a complicated area in teacher education for special educators. Explanations of concepts are applied in scenarios and with clear language.”
“This text provides a broad overview of assessment for the disability categories outlined in IDEA.”
“The book provides the reader with an understanding of the assessment within the special education process. The book provides a summary and overview of the assessment process. The information provided is useful and valuable to special education practitioners.”
Cuprins
Preface
Acknowledgments
About the Authors
Part I: An Overview of Assessment in Special Education
Chapter 1: Introduction to Special Education History, Legislation, and Consideration for Eligibility
Introduction to the Chapter
Introduction to Legislation as it relates to Assessment in Special Education
Eligibility Criteria for Special Education Services Under IDEA
Special Education Services (IEP and IFSP) and Alternative Plans (Section 504 Service Agreement)
Looking Ahead
Chapter Summary
Apply What You Have Learned
Chapter 2: Introduction to Assessment and Ethical Considerations
Introduction to the Chapter
Purposes of Assessment
Multi-Tiered System of Support (MTSS)
Response to Intervention (RTI)
Progress Monitoring and Benchmarks
Considerations for Students With Emotional, Behavioral, and Social Differences During the Assessment Process
Considerations for Students From Culturally and Linguistically Diverse (CLD) Backgrounds
Ethical Considerations Surrounding Assessment
The Importance of Communication Between Home and School During the Assessment Process
Chapter Summary
Apply What You Have Learned
Chapter 3: Assessment Types
Introduction to the Chapter
Formal and Informal Assessments
Norm-Referenced Assessments
Criterion-Referenced Assessments
Curriculum-Based Assessments
Performance-Based and Portfolio Assessments
Error Analysis
Interview
Direct Observation
Checklists and Behavior Rating Scales
Chapter Summary
Apply What You Have Learned
Chapter 4: Assessment for Diagnosis and Eligibility: Development and Health
Introduction to the Chapter
Intelligence
Language
Social and Emotional Characteristics
Health and Medical Status
Chapter Summary
Apply What You Have Learned
Chapter 5: Assessment for Diagnosis and Eligibility: Academic Achievement and Behavior
Introduction to the Chapter and Connection to Chapter 4
Areas of Academic Achievement
Behavior
Chapter Summary
Apply What You Have Learned
Part II: Assessment and Diagnosis of Disabilities
Chapter 6: Learning Disabilities
Introduction to the Chapter
IDEA Definition of Specific Learning Disability
Diagnostic Criteria
How the Diagnosis Is Made
Who Makes the Diagnosis
Other Characteristics
Case Studies and Extension to Instruction
Chapter Summary
Apply What You Have Learned
Chapter 7: Intellectual Disabilities
Introduction to the Chapter
IDEA Definition of Intellectual Disability
Diagnostic Criteria
How the Diagnosis Is Made/Who Makes the Diagnosis
Other Areas to Be Assessed
Benefits Available to Those With IDs
Extension to Instruction
Chapter Summary
Apply What You Have Learned
Chapter 8: Autism Spectrum Disorder (ASD)
Introduction to the Chapter
IDEA Definition of Autism
Diagnostic Criteria and Related Characteristics
How the Diagnosis Is Made/Who Makes the Diagnosis
Other Areas to Be Assessed
The Impact of an ASD Diagnosis on the Family
Extension to Instruction
Chapter Summary
Apply What You Have Learned
Chapter 9: Speech or Language Impairment
Introduction to the Chapter
IDEA Definition of Speech or Language Impairment
Diagnostic Criteria and Related Characteristics
How the Diagnosis Is Made/Who Makes the Diagnosis
Other Characteristics
Assistive Technology
Chapter Summary
Apply What You Have Learned
Chapter 10: Emotional Disturbance
Introduction to the Chapter
IDEA Definition of Emotional Disturbance
Diagnostic Criteria and Related Characteristics
How the Diagnosis Is Made/Who Makes the Diagnosis
Other Characteristics
Extension to Instruction
Chapter Summary
Appendix A: Positive Behavior Support Plan
Part III: Medically Diagnosed Disabilities
Chapter 11: Attention-Deficit/Hyperactivity Disorder (ADHD)
Introduction to the Chapter
Types of ADHD
IDEA Definition of Other Health Impairment
Diagnostic Criteria
How the Diagnosis Is Made
Who Makes the Diagnosis
Other Characteristics
Case Studies, Treatment, and Extension to Instruction
Chapter Summary
Apply What You Have Learned
Chapter 12: Sensory Impairments (Including Visual Impairment, Hearing Impairment, Deafness, and Deaf-Blindness)
Introduction to the Chapter
Hearing Impairment and Deafness
Visual Impairment and Blindness
Deaf-Blindness
Chapter Summary
Apply What You Have Learned
Appendix A: Functional Vision Evaluation for a Child With More Severe Disabilities
Appendix B: Assistive Technology Solutions for Students With Visual Impairments
Chapter 13: Health-Related Disabilities (Including Other Health Impairments, Orthopedic Impairment, Traumatic Brain Injury, and Multiple Disabilities)
Introduction to the Chapter
Other Health Impairments
Orthopedic Impairment
Traumatic Brain Injury
Multiple Disabilities
Section 504 and Health-Related Disabilities
Chapter Summary
Apply What You Have Learned
Part IV: Making Connections between Diagnosis, Eligibility, and Instruction
Chapter 14: Making Connections Between Diagnosis, Eligibility, and Instruction
Introduction to the Chapter
Analysis and Interpretation of Assessment Results
Planning for Special Education Programming
Ongoing Assessment
Chapter Summary
Apply What You Have Learned
Name Index
Subject Index
Acknowledgments
About the Authors
Part I: An Overview of Assessment in Special Education
Chapter 1: Introduction to Special Education History, Legislation, and Consideration for Eligibility
Introduction to the Chapter
Introduction to Legislation as it relates to Assessment in Special Education
Eligibility Criteria for Special Education Services Under IDEA
Special Education Services (IEP and IFSP) and Alternative Plans (Section 504 Service Agreement)
Looking Ahead
Chapter Summary
Apply What You Have Learned
Chapter 2: Introduction to Assessment and Ethical Considerations
Introduction to the Chapter
Purposes of Assessment
Multi-Tiered System of Support (MTSS)
Response to Intervention (RTI)
Progress Monitoring and Benchmarks
Considerations for Students With Emotional, Behavioral, and Social Differences During the Assessment Process
Considerations for Students From Culturally and Linguistically Diverse (CLD) Backgrounds
Ethical Considerations Surrounding Assessment
The Importance of Communication Between Home and School During the Assessment Process
Chapter Summary
Apply What You Have Learned
Chapter 3: Assessment Types
Introduction to the Chapter
Formal and Informal Assessments
Norm-Referenced Assessments
Criterion-Referenced Assessments
Curriculum-Based Assessments
Performance-Based and Portfolio Assessments
Error Analysis
Interview
Direct Observation
Checklists and Behavior Rating Scales
Chapter Summary
Apply What You Have Learned
Chapter 4: Assessment for Diagnosis and Eligibility: Development and Health
Introduction to the Chapter
Intelligence
Language
Social and Emotional Characteristics
Health and Medical Status
Chapter Summary
Apply What You Have Learned
Chapter 5: Assessment for Diagnosis and Eligibility: Academic Achievement and Behavior
Introduction to the Chapter and Connection to Chapter 4
Areas of Academic Achievement
Behavior
Chapter Summary
Apply What You Have Learned
Part II: Assessment and Diagnosis of Disabilities
Chapter 6: Learning Disabilities
Introduction to the Chapter
IDEA Definition of Specific Learning Disability
Diagnostic Criteria
How the Diagnosis Is Made
Who Makes the Diagnosis
Other Characteristics
Case Studies and Extension to Instruction
Chapter Summary
Apply What You Have Learned
Chapter 7: Intellectual Disabilities
Introduction to the Chapter
IDEA Definition of Intellectual Disability
Diagnostic Criteria
How the Diagnosis Is Made/Who Makes the Diagnosis
Other Areas to Be Assessed
Benefits Available to Those With IDs
Extension to Instruction
Chapter Summary
Apply What You Have Learned
Chapter 8: Autism Spectrum Disorder (ASD)
Introduction to the Chapter
IDEA Definition of Autism
Diagnostic Criteria and Related Characteristics
How the Diagnosis Is Made/Who Makes the Diagnosis
Other Areas to Be Assessed
The Impact of an ASD Diagnosis on the Family
Extension to Instruction
Chapter Summary
Apply What You Have Learned
Chapter 9: Speech or Language Impairment
Introduction to the Chapter
IDEA Definition of Speech or Language Impairment
Diagnostic Criteria and Related Characteristics
How the Diagnosis Is Made/Who Makes the Diagnosis
Other Characteristics
Assistive Technology
Chapter Summary
Apply What You Have Learned
Chapter 10: Emotional Disturbance
Introduction to the Chapter
IDEA Definition of Emotional Disturbance
Diagnostic Criteria and Related Characteristics
How the Diagnosis Is Made/Who Makes the Diagnosis
Other Characteristics
Extension to Instruction
Chapter Summary
Appendix A: Positive Behavior Support Plan
Part III: Medically Diagnosed Disabilities
Chapter 11: Attention-Deficit/Hyperactivity Disorder (ADHD)
Introduction to the Chapter
Types of ADHD
IDEA Definition of Other Health Impairment
Diagnostic Criteria
How the Diagnosis Is Made
Who Makes the Diagnosis
Other Characteristics
Case Studies, Treatment, and Extension to Instruction
Chapter Summary
Apply What You Have Learned
Chapter 12: Sensory Impairments (Including Visual Impairment, Hearing Impairment, Deafness, and Deaf-Blindness)
Introduction to the Chapter
Hearing Impairment and Deafness
Visual Impairment and Blindness
Deaf-Blindness
Chapter Summary
Apply What You Have Learned
Appendix A: Functional Vision Evaluation for a Child With More Severe Disabilities
Appendix B: Assistive Technology Solutions for Students With Visual Impairments
Chapter 13: Health-Related Disabilities (Including Other Health Impairments, Orthopedic Impairment, Traumatic Brain Injury, and Multiple Disabilities)
Introduction to the Chapter
Other Health Impairments
Orthopedic Impairment
Traumatic Brain Injury
Multiple Disabilities
Section 504 and Health-Related Disabilities
Chapter Summary
Apply What You Have Learned
Part IV: Making Connections between Diagnosis, Eligibility, and Instruction
Chapter 14: Making Connections Between Diagnosis, Eligibility, and Instruction
Introduction to the Chapter
Analysis and Interpretation of Assessment Results
Planning for Special Education Programming
Ongoing Assessment
Chapter Summary
Apply What You Have Learned
Name Index
Subject Index
Notă biografică
Dr. Tara S. Guerriero attended Northwestern University where she received a B.S. in Speech, an M.A. in Learning Disabilities, and a Ph.D. in Learning Disabilities, with a concentration in Cognitive Neuroscience. She is an associate professor in the Department of Special Education at West Chester University of Pennsylvania and currently serves as the Faculty Special Assistant to the Dean for Assessment and Accreditation. She teaches at the graduate and undergraduate level in the areas of foundations of Special Education, assessment, curriculum and instruction/methodology, family systems, and communication/language development and assistive technology. Dr. Guerriero was previously a clinician and supervisor in a learning clinic that focused on both the assessment and diagnosis of learning disabilities as well as the remediation of learning disabilities. Her research interests include assessment of learning disabilities, inclusive practices associated with special education, and both assessment and teaching within the areas of mathematics and reading in the field of learning disabilities.
Descriere
The
Special
Educator's
Guide
to
Assessment:
A
Comprehensive
Summary
by
IDEA
Disability
Categoryfocuses
on
the
role
that
assessment
plays
in
the
diagnosis
of
a
disability,
determination
of
eligibility
for
special
education
services,
and
education
of
students
with
disabilities
to
provide
a
meaningful
interconnection
between
assessment
concepts
and
classroom
application
for
teachers.