The Special Educator's Guide to Assessment
A Comprehensive Overview by IDEA Disability Category
1st Edition
Published on 4. November 2020
Book
Paperback/Softback
504 pages
978-1-5443-4423-2 (ISBN)
Description
Special education students often learn about the characteristics of disabilities, but can lack an understanding of the relationship between diagnostic assessment and eligibility for special education services. The Special Educator's Guide to Assessment: A Comprehensive Overview by IDEA Disability Category focuses 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. Authors Tara S. Guerriero, Mary A. Houser, and Vicki A. McGinley want to ensure that future special education teachers have the preparation to provide comprehensive instruction to P-12 students through this text.
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.
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.
Reviews / Votes
"I like the idea of various disabilities being addressed and the way the authors have laid that aspect out." -- Stephen Byrd, Associate Professor of Education "A chapter on each disability, focused on assessment. I don't think I've ever seen a textbook with that focus." -- Veda Jairrels, JD, PhD "I'm glad to see a chapter devoted to multiple disabilities." -- Susan M. Bruce, Ph.D., Professor, Department Chair "A comprehensive and valuable guide to assessments for each category of disability." -- Bruce Saddler, Ph.D. "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." -- Deborah W. Hartman "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." -- Donna Brown, Ed.D. "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." -- Doug Carothers "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 perfunctorily in other texts-disabilities in the context of assessment is one major area of strength as is making connections between diagnosis and instruction." -- John J. DeFrancesco, Ph.D. "It is an excellent example of how a text should be written and organized." -- Kelly S. Brooksher, Ed.D. "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." -- Dr. Mike Kelly "This text provides a broad overview of assessment for the disability categories outlined in IDEA." -- Lynn R. Larsen "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." -- Neria Sebastien Ed.D.More details
Edition
First Edition
Language
English
Place of publication
Thousand Oaks
United States
Target group
College/higher education
Dimensions
Height: 232 mm
Width: 187 mm
Weight
752 gr
ISBN-13
978-1-5443-4423-2 (9781544344232)
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
Persons
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.
Dr. Mary A. Houser received a BFA in Related Arts from Kutztown University of Pennsylvania, an MAT in Special Education from The College of New Jersey, and an EdD in Educational Leadership from Fayetteville State University. She is currently an associate professor in the Department of Special Education at West Chester University of Pennsylvania. She teaches both undergraduate and graduate courses in foundations of special education, behavior management, autism spectrum disorders (ASDs), language development, and family systems. Dr. Houser has also taught graduate special education courses for Walden University where she served as a graduate special education curriculum developer and assessor. In addition, she has taught graduate special education courses and supervised pre-service teachers for Campbell University (NC). Dr. Houser has worked as a learning disabilities specialist and has taught high school special education in both inclusive and self-contained settings to children with various disabilities. Her research interests include families of students with autism spectrum disorders and improving parent-teacher relationships for students with disabilities.
Dr. Vicki A. McGinley, professor, is a faculty member at West Chester University of PA in the Special Education Department. She has taught both undergraduate and graduate courses in foundations, communication and behavioral disorders, action research, family systems, and legal issues. She has served in two states as a due process hearing officer and serves as a university fact finder as well as state mediator. Presently, her service and research focuses on trauma informed education, international special education and working directly with children and teachers in schools. She was recently awarded a research and teaching Fulbright Scholarship to work in Eastern Europe. Her publications reflect her teaching and service work.
Dr. Mary A. Houser received a BFA in Related Arts from Kutztown University of Pennsylvania, an MAT in Special Education from The College of New Jersey, and an EdD in Educational Leadership from Fayetteville State University. She is currently an associate professor in the Department of Special Education at West Chester University of Pennsylvania. She teaches both undergraduate and graduate courses in foundations of special education, behavior management, autism spectrum disorders (ASDs), language development, and family systems. Dr. Houser has also taught graduate special education courses for Walden University where she served as a graduate special education curriculum developer and assessor. In addition, she has taught graduate special education courses and supervised pre-service teachers for Campbell University (NC). Dr. Houser has worked as a learning disabilities specialist and has taught high school special education in both inclusive and self-contained settings to children with various disabilities. Her research interests include families of students with autism spectrum disorders and improving parent-teacher relationships for students with disabilities.
Dr. Vicki A. McGinley, professor, is a faculty member at West Chester University of PA in the Special Education Department. She has taught both undergraduate and graduate courses in foundations, communication and behavioral disorders, action research, family systems, and legal issues. She has served in two states as a due process hearing officer and serves as a university fact finder as well as state mediator. Presently, her service and research focuses on trauma informed education, international special education and working directly with children and teachers in schools. She was recently awarded a research and teaching Fulbright Scholarship to work in Eastern Europe. Her publications reflect her teaching and service work.
Content
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