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Assessment in Special Education : A Practical Approach,9780205321469
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Assessment in Special Education : A Practical Approach

by ;
Edition:
1st
ISBN13:

9780205321469

ISBN10:
0205321461
Format:
Paperback
Pub. Date:
1/1/2002
Publisher(s):
Allyn & Bacon
List Price: $76.00
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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 actual assessment process used in schools the linear chronology beginning, middle, and end of the assessment process itself. Unlike other books, this book is organized chronologically to present the overall process in 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(76)
Introduction to Assessment
3(22)
Purpose of Assessment
5(1)
Individuals Involved in the Assessment Process
6(1)
Classifications Under Idea
7(1)
How Students are Identified for Assessment
8(1)
Parental Consent and the Assessment Process
9(1)
Components of a Comprehensive Assessment
9(1)
Norm-Referenced Tests
10(3)
Informal Assessment
13(1)
Criterion-Referenced Tests
14(1)
Standards-Referenced Tests
14(1)
Ecological Assessment
15(1)
Curriculum-Based Assessment (CBA) and Curriculum-Based Measurement (CBM)
16(1)
Dynamic Assessment
17(1)
Portfolio Assessment
18(1)
Authentic/Naturalistic/Performance-Based Assessment
19(1)
Task Analysis
20(1)
Outcome-Based Assessment
20(1)
Learning Styles Assessment
21(1)
Functional Behavioral Assessment/Interviews/Observation and Rating Scales
21(4)
Legal Issues in Assessment
25(16)
Landmark Court Cases in Special Education
26(4)
The History of Federal Legislation for Individuals with Disabilities
30(11)
Basic Statistical Concepts
41(15)
Scales of Measurement
42(1)
Measures of Central Tendency
43(2)
Frequency Distribution
45(1)
Range
45(1)
Variance
46(2)
Standard Deviation
48(1)
Normal Curve
48(2)
Skewed Distributions
50(1)
Correlations
50(6)
Validity and Reliability
56(11)
Validity
56(4)
Reliability
60(7)
Scoring Terminology Used in Assessment
67(10)
Calculation of Age
68(2)
Raw Scores
70(1)
Percentile Ranks (Percentiles)
71(1)
Standard Scores
72(1)
z Scores
72(1)
T Scores
73(1)
Stanines
73(1)
Comparing z Scores, T Scores, and Stanines
73(1)
Age Equivalent Scores
74(1)
Grade Equivalent Scores
74(3)
PART II THE SPECIAL EDUCATION PROCESS: STEPS IN THE ASSESSMENT CONTINUUM 77(323)
The Child Study Team and Prereferral Strategies
79(14)
The Child Study Team
79(7)
Recommendations by the Child Study Team--Prereferral Strategies
86(7)
The Multidisciplinary Team, Testing Considerations, and Parental Participation in the Assessment Process
93(23)
Purpose of the Multidisciplinary Team
94(1)
Membership of the Multidisciplinary Team
95(2)
Formal Referral for a Suspected Disability
97(4)
Assessment Plans--Consent for Evaluation
101(1)
Assessment Options of the Multidisciplinary Team
102(3)
Testing Considerations
105(2)
Limitations of Testing
107(1)
Parental Participation in the Assessment Process
108(4)
Confidentiality
112(4)
Assessment of Academic Achievement
116(42)
Achievement Tests
117(1)
Reading
117(4)
Reading Assessment Measures
121(10)
Written Expression
131(1)
Analysis for Interpreting Written Composition
131(1)
Tests of Written Language
132(5)
Math
137(2)
Assessment of Mathematical Abilities
139(5)
Spelling
144(1)
Assessment of Spelling
145(3)
Comprehensive Tests of Academic Achievement
148(10)
Assessment of Intelligence
158(28)
Intelligence
158(3)
Measures of Intellectual Ability
161(1)
The Wechsler Scales of Intelligence
161(16)
Other Measures of Intelligence
177(9)
Assessment of Behavior
186(22)
Assessing Problem Behavior
187(1)
Understanding a Student's Behavior During Assessment
188(3)
Assessing Emotional and Social Development
191(6)
Assessment of Adaptive Behavior
197(4)
Functional Behavioral Assessment and Behavioral Intervention Plans
201(7)
Assessment of Perceptual Abilities
208(25)
Learning Objectives
209(1)
The Purpose of Perceptual Evaluations
210(1)
Visual Perception
210(2)
Assessment of Visual Perception
212(8)
Auditory Perception
220(2)
Assessment of Auditory Perception
222(3)
Comprehensive Measures of Perceptual Abilities
225(8)
Assessment of Oral Language
233(14)
Speech and Language
233(1)
Assessment of Speech and Language
234(2)
Assessment Measures of Oral Language
236(11)
Early Childhood Assessment
247(22)
Early Childhood Assessment
248(1)
Legal Foundations for Assessment Procedures
249(1)
The Challenge of Early Childhood Assessment
249(2)
The Individualized Family Service Plan (IFSP)
251(2)
Working with the Family in Early Childhood Assessment
253(1)
Early Childhood Assessment Measures
254(15)
Other Areas of Assessment: Assessment of Hearing, Physical and Occupational Therapy, and Bilingual Assessment
269(26)
Assessment of Hearing
269(3)
Assessment Measures of Hearing
272(7)
Physical and Occupational Therapy Assessment
279(6)
Bilingual Assessment
285(10)
Determining Whether a Disability Exists
295(16)
Diagnosing A Disability
296(1)
Learning Disabilities
297(5)
Mild Mental Retardation/Developmental Disability
302(4)
Emotional Disability/Emotional Disturbance
306(5)
Writing a Comprehensive Report in Special Education
311(19)
Report Writing
312(1)
Practical Guidelines for Report Writing
312(1)
Criteria for Writing a Comprehensive Report
313(7)
Model Reports
320(10)
Eligibility Procedures for Special Education Services
330(20)
The Eligibility Committee
331(2)
Idea '97 and Eligibility Committee Meetings
333(1)
Development of the Information Packet for Presentation to the Eligibility Committee
334(4)
Presentation at the Eligibility Committee by the Special Education Teacher as Educational Evaluator
338(1)
How Recommendations for Classification are Made by the Eligibility Committee
339(1)
Specific Placement (LRE) Considerations According to Idea '97
339(4)
Development of the Individualized Education Plan (IEP)
343(1)
Appealing the Decision of the Eligibility Committee
343(1)
Special Meetings of the Eligibility Committee
344(1)
Presentation at the EC Meeting by the Special Education Teacher as Classroom Teacher
344(1)
The Annual Review
345(2)
The Triennial Review
347(1)
Declassification of a Child in Special Education
347(3)
Development of the IEP
350(29)
IEP Development
351(5)
Sample IEP
356(23)
Transition Services--Foundational Issues
379(21)
The Transitional Process
380(1)
The Intent of Transition Services
381(1)
The Introduction of Transition Services
381(1)
The Individualized Transitional Education Program (ITEP)
382(1)
Transition Services
383(17)
APPENDIX A Testing Resources 400(12)
Names and Addresses of Test Publishers
400(2)
Test Reference Guide by Category
402(4)
Test Reference Guide by Name
406(2)
Who Administers the Test
408(4)
APPENDIX B Transition Supplements 412(7)
Transition Planning Time Line
412(1)
Transition Checklist
413(2)
Sample Transitional IEP
415(4)
References and Suggested Readings 419(8)
Name Index 427(2)
Subject Index 429(4)
Test Name Index 433


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