FOUNDATION OF SPECIAL AND INCLUSIVE EDUCATION

1. FOUNDATION OF
SPECIAL AND
INCLUSIVE EDUCATION
Assessment Process
Rosalie S. Mongcal
BEED 1 – 8A

2. Learning
Outcomes/Objectives:
 To evaluate assessment in special education
 To analyze assessment process in special education
 To apply assessment process in special education
 To understand assessment process in special education
 To remember assessment process in special education

3. WHAT IS ASSESSMENT?

4.  is the process used to determine a child’s specific learning
strengths and needs
 to determine whether or not a child is eligible for special
education services
 involves collecting information about a student for the
purpose of making decisions
 also known as evaluation, can be seen as a problem-solving
process

5. 10 Steps in the Special
Education Process
By: Lisa Küpper, Jean Kohanek

6. 1. The child is identified as possibly needing special
education and related services.
o "Child Find"
 must identify, locate, and evaluate all children with disabilities in the state who
need special education and related services.
o Referral or request for evaluation
 A request, may be verbal or in writing; a child be evaluated to see if he or she
has a disability
2. The child is evaluated.
o evaluation must assess the child in all areas related to the child's
suspected disability
3. Eligibility is decided.
o group of qualified professionals and the parents look at the child's
evaluation results
4. The child is found eligible for services.
o The school system schedules and conducts the IEP meeting.

7. 1. The IEP meeting is held and the IEP is written.
o The IEP team gathers to talk about the child's needs and write the student's
IEP.
2. Services are provided.
o This includes the accommodations, modifications, and support provided to
the child, in keeping with the IEP.
3. Progress is measured and reported to parents.
o progress reports must be given to parents at least as often as parents are
informed of their nondisabled children's progress.
4. The IEP is reviewed.
o The child's IEP is reviewed by the IEP team at least once a year, or more
often.
5. The child is re-evaluated.
o This evaluation is often called a "triennial." Its purpose is to find out if the
child continues to be a "child with a disability," as defined by IDEA.

8. END..
The special education process under IDEA is designed to ensure
that each individual child's needs are carefully considered and
addressed. Learn ten steps in the special education process, from
evaluation to reviewing student progress.