Alternate Assessment of Students with Disabilities in Inclusive Settings (Book now available from Pro-Ed, Inc.)
Published on 24. August 2001
Book
Hardback
304 pages
978-0-205-30615-2 (ISBN)
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Description
This unique text covers assessment of both relevant academic and functional skills of students with disabilities as they are embedded in the general education curriculum.
This textbook addresses a critical challenge faced by teachers in inclusive settings: how to appropriately address the functional skill needs of students with disabilities in general education settings, while at the same time, provide adequate coverage of basic academic skills. Pedagogical elements such as learning objectives and lists of key terms make this a comprehensive, clear and useful text.
This textbook addresses a critical challenge faced by teachers in inclusive settings: how to appropriately address the functional skill needs of students with disabilities in general education settings, while at the same time, provide adequate coverage of basic academic skills. Pedagogical elements such as learning objectives and lists of key terms make this a comprehensive, clear and useful text.
More details
Language
English
Place of publication
United States
Publishing group
Pearson Education (US)
Target group
Professional and scholarly
Dimensions
Height: 250 mm
Width: 150 mm
Thickness: 15 mm
Weight
250 gr
ISBN-13
978-0-205-30615-2 (9780205306152)
Copyright in bibliographic data and cover images is held by Nielsen Book Services Limited or by the publishers or by their respective licensors: all rights reserved.
Schweitzer Classification
Content
Most chapters begin with "Introduction" and conclude with "Summary" and "References."
1.Alternate Assessment of Students with Disabilities in Inclusive Settings.
What is Inclusion?
Inclusion as a Process.
Assessment in the Field of Special Education.
Areas of Controversy.
Special Education and the Law: Implications for the Alternate Assessment.
Influential Legislation With Implications for Assessment.
Similarities Between the Laws.
2.Standardized Assessment in Inclusive Schools.
Descriptive Statistics.
Describing a Distribution of Scores.
Characteristics of Measures.
Introduction to Standardized Assessment.
Nature and Measurement of Adaptive Behavior.
Standardized Measures of Achievement.
Implications of Standardized Assessment for Inclusive Schools.
3.Non-Standardized Assessment in Inclusive School Settings.
Alternate Assessment.
Criterion-Referenced Assessment.
Curriculum-Based Assessment.
Choosing the Most Appropriate Type of Assessment.
Observational Assessment.
Other Alternate Assessment Options.
4.Collaborative Teaming in the Assessment Process.
Development of the Collaborative Teaming Model.
Linking Collaborative Teaming with Alternate Assessment.
Completing the Collaborative Assessment.
5.Pre-Referral Assessment of Instruction.
Support Teams.
Targets for Pre-Referral Assessment of Instruction.
Conceptual Model.
6.Assessment in the Referral Process.
Decision Making Process.
Assessment Questions.
7.Writing Objectives for Assessment.
Developing Goals and Objectives.
Goals.
Objectives.
8.Measuring Progress against Objectives.
Models of Curriculum-Based Assessment to Measure Student Progress.
An Integrated Approach to Curriculum-Based Assessment.
9.Measuring Responses through Direct Observation.
Behavioral Samples.
Conditions of Observations.
Verbal Behavior Versus Actual Practice.
Observational Recording.
Reliabilty.
10.Summarizing and Communicating Assessment Information: Empowering Students and Families.
Linking Assessment Information to Functional Skills.
Promoting Family and Student Empowerment.
Communicating Assessment Information to Parents and Students.
11.Assessment of Infants and Young Children with Disabilities in Inclusive Settings.
Current Trends and Best Practices in Assessment of Young Children.
Informal Assessment Strategies for Collecting Assessment Strategies.
Special Considerations in the Assessment Process.
12.Transition Assessment and Evaluation: Current Methods and Emerging Alternatives.
Identifying Transition Assessment Domains.
Transition Assessment Approaches.
The Need for New Methods in Comprehensive Transition Assessment.
New Transition Assessment Methods.
13.Functional Assessment of Challenging Behaviors in School and Community.
Barriers to Inclusion for Individuals with Challenging Behaviors.
A Rationale for Assessing Challenging Behaviors and Intervening in Inclusive Settings.
The Nature of Challenging Behaviors.
Assessing Challenging Behaviors.
Goals of Functional Assessment.
Assumptions of Functional Assessment.
Functional Assessment Techniques.
Functional Analysis.
14.Assessment of Students with Physical and Special Health Needs.
Examples-Adaptation and Assessment Needs of Two Students.
Overview of Student Characteristics.
Assessment and Instructional Adaptations.
Logistical Concerns.
Communication and Socialization.
Communication as a Method to Gaining Class Membership.
Curricular Adaptations.
1.Alternate Assessment of Students with Disabilities in Inclusive Settings.
What is Inclusion?
Inclusion as a Process.
Assessment in the Field of Special Education.
Areas of Controversy.
Special Education and the Law: Implications for the Alternate Assessment.
Influential Legislation With Implications for Assessment.
Similarities Between the Laws.
2.Standardized Assessment in Inclusive Schools.
Descriptive Statistics.
Describing a Distribution of Scores.
Characteristics of Measures.
Introduction to Standardized Assessment.
Nature and Measurement of Adaptive Behavior.
Standardized Measures of Achievement.
Implications of Standardized Assessment for Inclusive Schools.
3.Non-Standardized Assessment in Inclusive School Settings.
Alternate Assessment.
Criterion-Referenced Assessment.
Curriculum-Based Assessment.
Choosing the Most Appropriate Type of Assessment.
Observational Assessment.
Other Alternate Assessment Options.
4.Collaborative Teaming in the Assessment Process.
Development of the Collaborative Teaming Model.
Linking Collaborative Teaming with Alternate Assessment.
Completing the Collaborative Assessment.
5.Pre-Referral Assessment of Instruction.
Support Teams.
Targets for Pre-Referral Assessment of Instruction.
Conceptual Model.
6.Assessment in the Referral Process.
Decision Making Process.
Assessment Questions.
7.Writing Objectives for Assessment.
Developing Goals and Objectives.
Goals.
Objectives.
8.Measuring Progress against Objectives.
Models of Curriculum-Based Assessment to Measure Student Progress.
An Integrated Approach to Curriculum-Based Assessment.
9.Measuring Responses through Direct Observation.
Behavioral Samples.
Conditions of Observations.
Verbal Behavior Versus Actual Practice.
Observational Recording.
Reliabilty.
10.Summarizing and Communicating Assessment Information: Empowering Students and Families.
Linking Assessment Information to Functional Skills.
Promoting Family and Student Empowerment.
Communicating Assessment Information to Parents and Students.
11.Assessment of Infants and Young Children with Disabilities in Inclusive Settings.
Current Trends and Best Practices in Assessment of Young Children.
Informal Assessment Strategies for Collecting Assessment Strategies.
Special Considerations in the Assessment Process.
12.Transition Assessment and Evaluation: Current Methods and Emerging Alternatives.
Identifying Transition Assessment Domains.
Transition Assessment Approaches.
The Need for New Methods in Comprehensive Transition Assessment.
New Transition Assessment Methods.
13.Functional Assessment of Challenging Behaviors in School and Community.
Barriers to Inclusion for Individuals with Challenging Behaviors.
A Rationale for Assessing Challenging Behaviors and Intervening in Inclusive Settings.
The Nature of Challenging Behaviors.
Assessing Challenging Behaviors.
Goals of Functional Assessment.
Assumptions of Functional Assessment.
Functional Assessment Techniques.
Functional Analysis.
14.Assessment of Students with Physical and Special Health Needs.
Examples-Adaptation and Assessment Needs of Two Students.
Overview of Student Characteristics.
Assessment and Instructional Adaptations.
Logistical Concerns.
Communication and Socialization.
Communication as a Method to Gaining Class Membership.
Curricular Adaptations.