This week
Steven911
professornotes.docxWEEK FIVE INSTRUCTOR GUIDANCE
Welcome to Week Five!! You have spent a good amount of time learning about the assessment process so far in this class. Last week the focus was on the role of the multidisciplinary evaluation team and the various roles you play as a special educator. This week we are focusing on choosing and interpreting data for educational decision making. You will get a chance to review several kinds of formal assessment instruments and will help to decide which combination of assessments will give you the data you need. You will also learn how to interpret results to determine whether, under the law, a disability exists. As noted in week one, assessment results should always drive teaching decisions, as it is from assessment results that the goals and strategies derive. By the end of this week you will be able to explain how the assessment and evaluation process and results drive the development of the IEP and you will have a beginning understanding of how to interpret assessment results to identify students' present level of performance (PLOP), strengths, and areas of need. Please review pp. 17 and 18 of your text for the eligibility criteria for the 13 categories under the IDEA. This is important enough for you to memorize so please stop now, and take a few minutes to review this crucial information. Ask yourself, "Do I know, from heart, the 13 categories under the IDEA AND do I know the eligibility criteria under these 13 categories?" If the answer is "No" then you need to stop right now and go back to that part of the text, review it and make it your own by making flash cards, talking about it, writing it down, or whatever it takes to get this information memorized. It is crucial in your role as a special educator.
Week Five Assignment Guidance
As a special educator you must be able to interpret the results of assessments in order to make suitable recommendations for appropriate accommodations and interventions. In order to do this you must understand the patterns of the disability you are working with and you must know how to interpret the results of the assessments and evaluations so that you can draw accurate conclusions.
Because you have learned, as a result of reading the Comprehensive Report Parts I and II prepared by the school psychologist, that Manuel has a Specific Learning Disability known as dyslexia, you will need to familiarize yourself with this common learning disability so that you can accurately interpret the data from your assessments of Manuel.
For a longer and informative video, here is a poignant documentary called "Embracing Dyslexia." Get out the tissues, though. It is heart-breaking …. and uplifting! This is HIGHLY RECOMMENDED!
https://www.youtube.com/watch?v=cBIK0XVPbXo (Links to an external site.)
Here is one other perspective on dyslexia … the gift of dyslexia! The information in this short YouTube is based on scientific research and may be helpful as you consider strategies for working with Manuel and his parents.
https://www.youtube.com/watch?v=RVseLzwxceM (Links to an external site.)
Finally, a website that can help you with some effective interventions is found below. Just click on the link. From One Teacher to Another (Links to an external site.)
(Links to an external site.)As you view this material and familiarize yourself with this common learning disability, consider how you can make use of Manuel's strengths AND how you can provide the accommodations and interventions that will help him to be more successful in school. Include this information in your assignment.
Make sure to use the Grading Rubric as a self-checklist before submitting the final copy of your assignment to confirm you have met or exceeded each required expectation. The highest level of achievement on the rubric is “distinguished”, which is only earned through exceeding posted expectations at the proficiency level. Please remember you are in a masters-level program. Therefore, your writing, research, and content are held to graduate-level expectations.
Snapshot of Testing for Learning Disabilities
All Sections
No unread replies.No replies.
Dear Class,
This brief article provides a great snapshot regarding special education testing, as well as some helpful links if you are looking for more information about specific types of assessments batteries that will be given to students to determine presence of a learning disability.
Enjoy!
https://www.verywellfamily.com/identify-learning-disabilities-with-tests-2161887
This announcement is closed for comments
Dear Class,
Here is a video resource that I think might help in better understanding how decisions regarding special education eligibility, following a psycho-educational evaluation, are made.
Dr. K
https://youtu.be/4nhoCRZg_hk
This announcement is closed for comments Dear Class,
Based upon our recent assignments and discussions, I thought you might find this resource helpful in crafting your conversations with parents about the IEP process and their roles and responsibilities as invaluable team members.
Enjoy!
Dr. K
https://www.parentcenterhub.or
REFERENCES
Ball, L. (n.d.) From one teacher to another. The Yale Center for Dyslexia and Creativity (Links to an external site.). Retrieved from https://dyslexiaida.org/effective-reading-instruction/ Dyslexia International. (2014, August 9). The gift of dyslexia (Links to an external site.). [Video file]. Retrieved from https://www.youtube.com/watch?v=RVseLzwxceM Embracing Dyslexia. (2013, September 1). Embracing Dyslexia (Links to an external site.) (documentary film) [Video file]. Retrieved from https://www.youtube.com/watch?v=cBIK0XVPbXo HBO [Mr. Video]. (2014, August 2004). The big picture rethinking dyslexia (Part 1 of 4). (Links to an external site.) [Video file]. Retrieved from https://www.youtube.com/watch?v=UhXsObSpez0&feature=youtu.be Pierangelo, R., & Giuliani, G. A. (2012). Assessment in special education: A practical approach. Boston: Pearson.
