This document provides information about intelligence tests, mental retardation, and special education assessments. It discusses the Stanford-Binet Intelligence Scales, which was the first intelligence test developed in 1905. It also discusses standard deviations and IQ scores in relation to defining mental retardation. The document contains questions about norm-referenced measures, criterion-referenced testing, individualized education programs, and the purposes and practices of assessment in special education.
Pedagogical Preparedness: Understanding Executive Functioning and High Functi...BARRY STANLEY 2 fasd
We set out herein to understand executive functioning for learners with autism. We focus on learners with high functioning autism (HFA) and explore a common goal for an Autistic Spectrum Disordered (ASD) population is to increase independence, thus enabling access to experiences and opportunities similar to neuro-typical individuals. We suggest in a somewhat counterintuitive manner, educators may be preventing this development by being overly supportive. This can inhibit ASD learners by denying tools and opportunities to enable themselves. Executive functioning (EF) skills can be taken for granted by neuro-typical learners but are essential skills that need to be explicitly taught to those on the autism spectrum. Herein we support educators and understand the deficits that learners with high functioning ASD experience with EF skills and encourage all to set goals and design programming for students.
Pedagogical Preparedness: Understanding Executive Functioning and High Functi...BARRY STANLEY 2 fasd
We set out herein to understand executive functioning for learners with autism. We focus on learners with high functioning autism (HFA) and explore a common goal for an Autistic Spectrum Disordered (ASD) population is to increase independence, thus enabling access to experiences and opportunities similar to neuro-typical individuals. We suggest in a somewhat counterintuitive manner, educators may be preventing this development by being overly supportive. This can inhibit ASD learners by denying tools and opportunities to enable themselves. Executive functioning (EF) skills can be taken for granted by neuro-typical learners but are essential skills that need to be explicitly taught to those on the autism spectrum. Herein we support educators and understand the deficits that learners with high functioning ASD experience with EF skills and encourage all to set goals and design programming for students.
International Journal of Humanities and Social Science Invention (IJHSSI) is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online.
School Based Mindfulness Interventions Within a Response to Intervention Fram...Innovations2Solutions
Public education is continually evolving to best meet the academic and social-emotional needs of an increasingly diverse student population. A major driving force for this change is the No Child Left Behind Act (2001), which holds schools and teachers accountable for student performance on standardized tests in reading, math, and science. In order to academically prepare students for these high-stakes tests, 43 states have adopted
the Common Core Standards. These standards hold students to a high level of performance in language arts and math that is designed to prepare them for career and college readiness. While the Common Core Standards provide a universal framework for academic standards across the United States, there is
no comparable measure for social-emotional learning standards despite the fact that approximately one in five children and adolescents either currently experience or will experience mental health issues that warrant intervention. These types of issues include both internalizing conditions such as anxiety and depression and externalizing conditions such as Attention
Deficit Hyperactivity Disorder, Conduct Disorder, and Oppositional Defiant Disorder. These disorders present a wide variety of challenges and adverse side effects for individuals who suffer from them. Some
of these negative side effects include lower academic achievement higher school dropout rates and negative peer relationships.
Essential Skills: Critical Thinking For College Studentsnoblex1
Much literature is available on programs to teach critical thinking, and a substantial amount of evidence indicates critical thinking can be taught and learned, especially when instruction is specifically designed to encourage transfer of skills. Nevertheless, the types of studies required to confirm with certitude the efficacy of teaching critical thinking present practical and methodological problems.
Source: https://ebookschoice.com/essential-skills-critical-thinking-for-college-students/
Presentation of Parent Perception of Trauma-informed Assessments. Looking at parents of internationally adopted children and how utilization of private neuropsychological assessments impact their students' ability to recieve appropriate interventions and services within their school setting.
International Journal of Humanities and Social Science Invention (IJHSSI) is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online.
School Based Mindfulness Interventions Within a Response to Intervention Fram...Innovations2Solutions
Public education is continually evolving to best meet the academic and social-emotional needs of an increasingly diverse student population. A major driving force for this change is the No Child Left Behind Act (2001), which holds schools and teachers accountable for student performance on standardized tests in reading, math, and science. In order to academically prepare students for these high-stakes tests, 43 states have adopted
the Common Core Standards. These standards hold students to a high level of performance in language arts and math that is designed to prepare them for career and college readiness. While the Common Core Standards provide a universal framework for academic standards across the United States, there is
no comparable measure for social-emotional learning standards despite the fact that approximately one in five children and adolescents either currently experience or will experience mental health issues that warrant intervention. These types of issues include both internalizing conditions such as anxiety and depression and externalizing conditions such as Attention
Deficit Hyperactivity Disorder, Conduct Disorder, and Oppositional Defiant Disorder. These disorders present a wide variety of challenges and adverse side effects for individuals who suffer from them. Some
of these negative side effects include lower academic achievement higher school dropout rates and negative peer relationships.
Essential Skills: Critical Thinking For College Studentsnoblex1
Much literature is available on programs to teach critical thinking, and a substantial amount of evidence indicates critical thinking can be taught and learned, especially when instruction is specifically designed to encourage transfer of skills. Nevertheless, the types of studies required to confirm with certitude the efficacy of teaching critical thinking present practical and methodological problems.
Source: https://ebookschoice.com/essential-skills-critical-thinking-for-college-students/
Presentation of Parent Perception of Trauma-informed Assessments. Looking at parents of internationally adopted children and how utilization of private neuropsychological assessments impact their students' ability to recieve appropriate interventions and services within their school setting.
This presentation addresses twice exceptional learners. It includes characteristics of twice-exceptional learners, testing of gifted and twice-exceptional learners, services for twice-exceptional learners, including Least Restrictive Environment (LRE), and
modifications and accommodations for the learner as specified in the individualized education plan
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Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
9. There will always be persons with disability in a normal distribution, as there are gifted.
10. The incidence of a disability, at one time, may influence the distribution of characteristics like intelligence, in the bell-shaped curve.
11. Sarah’s IQ based on Wechsler Intelligence scale for children is 84, which is between one and two standard deviations below the mean of 100. In 1973, the American Association of Mental Retardation moved to two standard deviations as the upper limit on IQ in defining mental retardation. Which statement best answer whether Sarah is qualified for special education service?
32. A measure of the amount that an individual score differs from the average.
33. percentage of difference between the average score of a group of people and how the individual performed in comparison with that average.
34. the measure of how different the scores are from one another
35. a statistic that is constant, regardless of standardized tests used
36. The American association on Mental Retardation (AAMR) recommends using IQ levels below 70 on the Wechsler Intelligence scale for Children-Revised a the criterion for “significantly sub average general intellectual functioning.” An IQ of 70 is 2 standard deviations below the average or mean What does the mean when defining mental retardation?
37. A child with an IQ of 80, who is academically failing in class, does not meet the criterion of mental retardation.
38. In a group of 100 students that is normally distributed, approximately 2 students score above this level.
39. The IQ score of 70 or below is the major criterion for mental retardation.
40. At the opposite extreme, an IQ that falls at 2 standard deviation above the mean would be that of the gifted.
41. The American association on Mental Retardation (AAMR) divides the intelligence Quotient (IQ) based on the WISC-R into 4 levels of retardation. The standard deviations and range of IQs for successive levels of mental retardation are as follows:
88. Three of the following questions are usually asked by a special education assessment team about a child suspected of having learning disability and referred for special education services by regular classroom teachers. Which question is irrelevant?
89. Is there a large discrepancy between ability and achievement?
106. The student assessed has the same ethnic background as the students in the normative sample.
107. We use The Peabody Picture Vocabulary test with Filipino school children because we speak English.
108. When we say that “behavior sampling” of a test is adequate, we mean the following, EXCEPT:
109. A test on computation in the four basic operations would be an adequate measure of overall math skills.
110. If we want to test the students’ spelling skills, we give a representative number of words to spell.
111. A test must have an adequate sampling of behavior to assist in decision-making process.
112. There is an assumption that a test measures what its authors claim it measures.
113. The school psychologist and the special education teacher would likely recommend the use of the Vineland adaptive Behavior Scale in the diagnosis of___________________
118. Which of the following assessment results is generally the most useful when making decisions about what to teach and how to teach a student with mild mental retardation?
123. Three educators , in separate works, regrouped the subtests of WISC-R results to make interpretation useful for instruction. Which regrouping of WISC-R subtests are NOT correct?
128. Which Standardized test defines intelligence in terms of an individual’s style of solving problems and processing paradigm derived from both neuropsychological and cognitive theories.
149. In this type of test, the student is asked to note the progressive relationship among the items. The student must identify a response that continues the relationship.
164. Raw score earned by the student with special needs in a standardized test are not as important as knowing his/her relative standing compared to the normative sample or norm group. Thus, the test administrator s these raw scores into comparable units.What do you call these comparison score?
169. Suppose the average performance of a ten year-old childrenin an intelligence test was 31 correct answers. Suppose further thart Rogelio, who was 14 years and 2 months old, answered 31 items correctly. The following are correct interpretations of the assessment result, EXCEPT:
170. Rogelio answered as many questions as correctly as the average of 10 year-old children.
172. An age equivalent means that Rogelio’s raw score is the average/meadian or mean performance for the age group.
173. As a result of assessment, Rogelio could be placed class of 10-year-old students.
174. These are derived scores that indicate the percentage of people or scores that occur at or below a given raw score. What do you call this derived score?
179. “Using a technically adequate test for the wrong purpose is using the wrong test.” Which of the following malpractices in assessment does NOT apply to this quotation?
180. Using the Peabody Picture Vocabulary test to measure global intelligence of a child with learning disabilities.
181. Using an achievement test that does not reflect the content of the cuerriculum.
182. Administering a test designed for children with chronological ages of 3 to 8 to a child who is 12 years old but who has a mental age og 5.
183. Academic progress of children is decided by a technically good achievement test that follows the general standard curriculum.
184. Only present behavior is observed on scores obtained from standardized tests of interests, abilities, and achievement. When using a technically adequate test, this assumption is _________
189. Even when tests are properly administered and scored, testing can still go wrong in the interpretation of results. In interpreting the test performance, we shoud remember the following advice, EXCEPT:
190. A good norm-referenced test can rank students only in terms of their current relative performance of certain behaviors.
192. Teachers can observe mental retardation or giftedness using an intelligence test.
193. Teachers cannot observe performance that are not tested or the reasons why a student performed in a cetain way.
194. This scoring system was developed in the early 1950s to measure the effect of various complications of labor and delivery on the heart rate, respiratory effort, muscle tone, gag reflex, and body color of the new born infant.
199. A person was assessed to have a visual acuity of 20/200 in the better eye with correcting lenses. Which statement does NOT necessarily follow when referring to this assessment result?
200. The person is blind according as defined by the American Medical Association.
207. Does the child have the level of intellectual ability needed to perform at the expected leve?
208. At what level is the child performing in reading, spelling, writing and math?
209. Applying a process analysis in spychoeducational evaluation, differences among students may be determined by comparing one’s student’s performance with that of other members of the population who are of the same age. What do you call this comparison?
214. Intraindividual dofferences are variations that exist within a single individual’s performance in a standardized test. The term intraindividual differences would mean the following, EXCEPT:
215. Result shows the unique patterns of stregnth and weaknesses in the student’s personal performance.
216. It is demonstrated by a student who processes the visual stimul subtest easily, but experiences difficulty processing auditory stimuli.
217. Profile provide certification tha a student deviates sufficiently from that of his peers, so that inclusion ina special program is justified.
223. It can provide reassurance that the fetus is unlikely to be affected.
224. This assessment strategy is used for the purpose of providing a picture of the student’s presenting problems as perceived by the informant. The strategy uses a list of specific questions resented by an interviewer to elicit information from an informant.
229. This assessment strategy focuses in student performance and the outcomes of learning. It evaluates meaningful, real-wold tasks using multiple performance indicators such as work or writing samples, speeches, artwork, videotapes, etc.
234. What standardized intelligence test was normed on different groups of white, Hispanic, African-American, Native American, and Asian-American children in addition to a population of individuals with disabilities? This test also minimizes a student’s verbal skills in reponding to test items.
243. Which students have mastered a given skills?Reference:<br />Mercedes P. Adorio, Ph. D. LET Primer and Reviewer on Special Education<br />Prepared by: Encarnacion T. Francisco<br /> Faculty,College of Education<br />
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