This document discusses assessment of students with special needs. It defines assessment as a process to collect data to make decisions about students, while testing provides quantitative scores. It highlights laws like IDEA and NCLB that require assessments and accommodations. Valid and reliable assessments use normative groups and consider diversity. Teachers should consider student progress and modifications before special education referrals.

1. Assessment of Students with Special Needs Danielle Gordon EDU 722 April 28, 2010

2. Assessment versus Testing Assessment A process of collecting data for the purpose of making decisions about students or schools. (Salvia, Ysseldyke, and Bolt, 2010) Helps teachers understand what the students know and decide what their next steps will be. Testing A form of assessment where students are given specific problems and the result is a specific score. Gives the teacher quantitative data

3. Assessment Decisions Questions for teachers to think about: Is the student having difficulties in school? Is the student advancing towards their goals and state standards? How can I modify my teaching methods to help the student become more successful? Do I need to seek guidance for ideas to help this child? Would this child be eligible for Special Education?

4. Laws Individuals with Disabilities Act (IDEA) Previously called Public Law 94-142 All students with disabilities have the right to a free, appropriate public education and schools must have an IEP for each student with a disability. (Salvia et al., 2010) No Child Left Behind (NCLB) Requires stronger accountability for results by specifying that states must have challenging state educational standards, test children in grades 3-8 every year, and specify statewide progress objectives that ensure proficiency of every child by grade 12. (Salvia et al., 2010)

5. Normative Groups Allow us to compare one person’s performance to the performance of others. Characteristics Gender, Age, Grade in School, Acculturation of Parents, Age, Race and Cultural Identity, Geography, Intelligence (Salvia et al., 2010)

6. Reliability The extent to which it is possible to generalize from an observation of a specific behavior observed at a specific time by a specific person to observations conducted on similar behaviors, at different times, or by different observers. (Salvia et al., 2010) Three types: Item - similar performance on similar items Stability - similar performance in the future Interobserver agreement - similar performance with a different person

7. Validity The extent to which a test measures what its authors or users claim it measures. (Salvia et al., 2010) Types of Validity: Content Criterion-Related Construct

8. Universal Design The design of products and environments to be usable by all people, to the greatest extent possible, without the need for adaptation or specialized design. Seven Principles Equitable Flexibility Simple and Intuitive Perceptible Information Tolerance for Error Low Physical Effort Size and Space for Approach and Use

9. Testing Accommodations Presentation Repeat directions Read aloud Setting Small group Study carrel Response Scribe Use a computer Timing/Schedule Extra time Flexible scheduling

10. Decisions Before Referring Are there unrecognized problems? Is the student making adequate progress in regular education? What can we do to enhance competence and build capacity? Should the student be referred to an intervention assistance team? Should the student be referred for multidisciplinary evaluation? (Salvia et al., 2010)

11. Reference Salvia, John, Ysseldyke, James, & Bolt, Sara. (2010). Assessment in special and inclusive education. Belmont, CA: Wadsworth Pub Co.