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Assessment in Special Education,9780205416431
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Assessment in Special Education

by ;
Edition:
2nd
ISBN13:

9780205416431

ISBN10:
0205416438
Format:
Paperback
Pub. Date:
1/1/2006
Publisher(s):
Allyn & Bacon
List Price: $105.33
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Summary

This text presents a uniquely practical approach to the topic of Assessment in Special Education.The authors organize the material into a "real-world story," by having each part and chapter of the book reflect the linear chronology of the assessment process used in schools. Unlike other books, this book is organized chronologically to present the overall process in a "straight line" - a practical and useful pedagogy in itself for the novice teacher. The text provides the practical tools necessary for a new teacher to understand the process of assessment in schools and then learn how to put it all together. It provides future special educators comprehensive coverage of the latest tests and evaluation procedures for all areas of exceptionality - for every age group - for students with mild, moderate and severe disabilities.

Table of Contents

Preface xi
PART I FOUNDATIONAL CONCEPTS IN ASSESSMENT IN SPECIAL EDUCATION
1(86)
Introduction to Assessment
3(10)
Overview of Assessment
4(1)
Purpose of Assessment
5(1)
Individuals Involved in the Assessment Process
6(1)
Classifications Under Idea 2004
6(3)
How Students Are Identified for Assessment
9(1)
Parental Consent and the Assessment Process
9(1)
Components of a Comprehensive Assessment
9(4)
Legal Issues in Assessment
13(19)
Landmark Court Cases In Special Education
14(4)
The History of Federal Legislation for Individuals with Disabilities
18(14)
Methods of Assessment and Testing Considerations
32(18)
Assessment and Testing Considerations
33(4)
Informal Assessment
37(8)
Testing Considerations
45(5)
Basic Statistical Concepts
50(15)
Scales of Measurement
51(1)
Measures of Central Tendency
52(2)
Frequency Distribution
54(1)
Range
55(1)
Variance
55(2)
Standard Deviation
57(1)
Normal Curve
57(2)
Skewed Distributions
59(1)
Correlations
59(6)
Validity and Reliability
65(11)
Validity
65(4)
Reliability
69(7)
Scoring Terminology Used in Assessment
76(11)
Calculation of Age
77(2)
Raw Scores
79(1)
Percentile Ranks (Percentiles)
80(1)
Standard Scores
81(1)
z Scores
81(1)
T Scores
82(1)
Stanines
82(1)
Comparing z Scores, T Scores, and Stanines
82(1)
Scaled Scores
82(2)
Age Equivalent Scores
84(1)
Grade Equivalent Scores
84(3)
PART II THE SPECIAL EDUCATION PROCESS
87(314)
The Child Study Team and Prereferral Strategies
89(13)
The Child Study Team
89(7)
Recommendations by the Child Study Team---Prereferral Strategies
96(6)
The Multidisciplinary Team and Parental Participation in the Assessment Process
102(19)
Purpose of the Multidisciplinary Team
103(1)
Membership of the Multidisciplinary Team
104(2)
Formal Referral for a Suspected Disability
106(1)
Assessment Plans---Consent for Evaluation
107(4)
Assessment Options of the Multidisciplinary Team
111(3)
Parental Participation in the Assessment Process
114(4)
Confidentiality
118(3)
Assessment of Academic Achievement
121(44)
Achievement Tests
122(1)
Reading
122(4)
Reading Assessment Measures
126(11)
Written Expression
137(2)
Tests of Written Language
139(7)
Math
146(2)
Assessment of Mathematical Abilities
148(5)
Comprehensive Tests of Academic Achievement
153(12)
Assessment of Intelligence
165(19)
Intelligence
165(3)
Measures of Intellectual Ability---The Wechsler Scales
168(6)
Other Measures of Intelligence
174(10)
Assessment of Behavior
184(22)
Assessing Problem Behavior
185(2)
Understanding A Student's Behavior During Assessment
187(2)
Assessing Emotional and Social Development
189(7)
Assessment of Adaptive Behavior
196(4)
Functional Behavioral Assessment and Behavioral Intervention Plans
200(6)
Assessment of Perceptual Abilities
206(23)
The Learning Process
207(1)
The Purpose of Perceptual Evaluations
208(1)
Visual Perception
208(8)
Auditory Perception
216(5)
Comprehensive Measures of Perceptual Abilities
221(8)
Assessment of Speech and Language
229(20)
Speech and Language
230(3)
Types of Speech and Language Disorders
233(6)
Assessment Measures of Speech and Language
239(10)
Early Childhood Assessment
249(20)
Early Childhood Assessment
250(1)
Legal Foundations for Assessment Procedures
251(1)
The Challenge of Early Childhood Assessment
252(2)
The Individualized Family Service Plan (IFSP)
254(1)
Working with the Family in Early Childhood Assessment
255(1)
Early Childhood Assessment Measures
256(13)
Other Areas of Assessment
269(19)
Assessment of Hearing
269(3)
Assessment Measures of Hearing
272(5)
Physical and Occupational Therapy Assessment
277(6)
Multicultural Assessment
283(5)
Determining Whether a Disability Exists
288(16)
Diagnosing a Disability
289(1)
Learning Disabilities
290(5)
Mild Mental Retardation/Developmental Disability
295(4)
Emotional Disturbance
299(5)
Writing a Comprehensive Report in Special Education
304(17)
Report Writing
305(1)
Practical Guidelines for Report Writing
305(1)
Criteria for Writing a Comprehensive Report
306(9)
Model Report
315(6)
Eligibility Procedures for Special Education Services
321(20)
The Eligibility Committee (IEP Team)
322(2)
Idea 2004 and Eligibility Committee Meetings
324(1)
Developing the Information Packet for the Eligibility Committee
325(4)
Presentation to the EC by the Special Education Teacher as Educational Evaluator
329(1)
Classification Recommendations of the EC
330(1)
LRE Placement Considerations According to IDEIA
330(4)
Developing the IEP
334(1)
Presentation to the EC: The Special Education Teacher as Classroom Teacher
335(1)
The Annual Review
336(2)
The Triennial Review
338(1)
Declassifying a Child in Special Education
338(3)
Development of the IEP
341(29)
IEP Development
342(4)
Sample IEP
346(24)
Special Topics in Assessment
370(31)
Questions and Answers About State and District-Wide Assessments
370(8)
Transition Services
378(18)
The Individuals with Disabilities Education Improvement Act
396(5)
References and Suggested Readings 401(9)
Name Index 410(2)
Subject Index 412(5)
Test Name Index 417


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