Understanding Assessment in the Special Education Process
A Step-by-Step Guide for Educators

Edited by:

Roger Pierangelo - Long Island University, Brooklyn, NY, USA
George Giuliani - Hofstra University, USA

Other Titles in:
Assessment & Testing in Special Education | Inclusive Education | Teaching Methods & Learning Styles

January 2008 | 136 pages | Corwin

Assessment in the Special Education Process provides educators with methods for collecting information to help determine if a child is eligible for special education and related services. The authors identify the primary skill areas that special educators can evaluate to make informed decisions about a child's educational placement and instruction.

While parents, teachers, and specialists can provide valuable information about a student's skills and needs, this indispensable text also offers school leaders a variety of assessment approaches, including observations, interviews, and testing. Readers will also find tools such as dynamic assessments and ecological assessments that can yield comprehensive data to guide eligibility decisions and educational programming.

About the Authors

Acknowledgments

Introduction

Step I. Understanding Assessment and Special Education Assessment

Importance of Assessment

Purpose of Assessment

The Difference Between Testing and Assessment

Role of the Education Professional in the Special Education Process

Assessment and Federal Law

Step II. Understanding and Identifying Students Who Might Exhibit a Disability

Understand the Meaning of a "High Risk" Student

High Risk Students: Determine the Severity of the Problem

Understand How Tension Affects High Risk Students

Become Familiar With Common Avoidance Behavior Patterns Exhibited By High Risk Students

Conclusions

Step III. Understanding and Making a Referral to the Child Study Team

Understand Your Role in the Referral Process

Learn About the Membership of the CST

Understand What Takes Place at the CST Meeting

Learn About the Various Sources of Information Available on Your Student

Understand the Options of the CST

Conclusions

Step IV. Understanding and Obtaining Parental Informed Consent for Assessment

Step V. Understanding the Requirements of an Evaluation for a Suspected Disability

Step VI. Understanding the MDT and the Comprehensive Assessment

Understand the Responsibilities of the Team Assigned to Do the Comprehensive Assessment: The Multidisciplinary Team

Understand the Membership of the MDT

Step VII. Understanding the Various Methods of Assessment Options Available to the MDT

What Is a Comprehensive Assessment?

What Is Norm-Referenced Testing?

Primary Areas of Assessment

Conclusions

Step VIII. Understanding Basic Statistics and Scoring Terminology Used in Assessment

Age Equivalent

Alternate Forms Reliability

Concurrent Validity

Construct Validity

Content Validity

Correlation

Criterion-Related Validity

Grade Equivalent

Interrater Reliability

Mean

Median

Mode

Range

Percentile Rank

Predictive Validity

Raw Scores

Reliability

Reliability Coefficients

Scaled Scores

Split-Half Reliability or Internal Consistency

Standard Deviation

Standard Error of Measurement

Standard Scores

Stanine

Test-Retest Reliability

T Scores

Validity

z Scores

Conclusions

Step IX. Understanding Students' Behavior During the Assessment Process

Understand the Possible Effects of Examiner Variables

Understand How to Observe Overt Signs of Tension

Understand Behaviors That Are Observed . . .

Understand Behaviors That Provide Insight Into the Student's Organizational Abilities During the Assessment Process

Conclusions

Step X. Understanding the Components of a Professional Evaluation Report

Practical Guidelines for Writing a Professional Evaluation Report

Understand the Components of the Report

Step XI. Understanding What Is Required for a Presentation to the IEP Committee

Concluding Thoughts

Glossary

References and Suggested Readings

Index

"Short and to the point—a huge advantage! Easy to read and to understand. A must-have for every school building in every district."

Rachel Aherns, Collaborative Resource Teacher

Summit Middle School, Johnston, IA

"This book clearly does just what it promises, providing a step-by-step guide about the special education assessment process."

Renee J. Ponce-Nealon, Third-Grade Teacher

Tolenas Elementary School, Petaluma, CA

"From understanding basic statistics to understanding the foundations of the MDT, this is a powerful tool that educators need."

California Bookwatch, January 2008

Midwest Book Review

Book was too short and was not as detailed as other textbooks like McLoughlin & Lewis textbook

Dr Joseph Boyle

Graduate School Of Education, Rutgers The State University of New Jersey

October 28, 2011

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