Principles and Applications of Special Education and Assessment
The primary focus of this course is the identification of students eligible for special education services. The secondary focus is on the utilization of student's strengths and the remediation of specific skill deficits that may be ameliorated using instructional modifications or academic interventions. The course emphasizes statistical procedures and processes for collecting and analyzing norm-referenced assessments, observational information, curriculum-based assessments, criterion-referenced assessments, and environmental assessments in special educational evaluation and in the development of special education programming for students with mild to moderate learning and behavioral disabilities.
(1) Ethics/Considerations, Public Law 94-142: Education for ALL Handicapped Children Act of 1975; guarantees the right to a free and appropriate education in the least restrictive environment; renamed IDEA in 1990. IDEA Individuals With Disabilities Education Act. http://dredf.org/legal-advocacy/laws/
http://nda.ie/Policy-and-research/Research/Research-Quality-Criteria/
(2) Accommodations, Necessary changes in format, response mode, setting, or scheduling that will enable a student with one or more disabilities to complete the general curriculum or test. http://www2.ed.gov/about/offices/list/ocr/504faq.html
(3) RtI, Response To Intervention is the application of learning or behavioral interventions and measurement of students' responses to such interventions. http://www.rtinetwork.org/learn/what/whatisrti
CBM, is Curriculum-Based Measurement given by the teacher daily or several times each week to measure progress of a specific skill against an aim line. http://www.interventioncentral.org/curriculum-based-measurement-reading-math-assesment-tests
Dynamic Learning Maps,are given by the teacher and/or members of intervention or IEP team. They can be used daily, weekly, or as part of a formal evaluation to determine if student has potential to learn a new skill. http://dynamiclearningmaps.org/
(4) Template(s) of Summary Reports. http://sped.dpi.wi.gov/sped_forms06 this website has sample Special Education forms and reports for all classifications.
http://nda.ie/Policy-and-research/Research/Research-Quality-Criteria/
(2) Accommodations, Necessary changes in format, response mode, setting, or scheduling that will enable a student with one or more disabilities to complete the general curriculum or test. http://www2.ed.gov/about/offices/list/ocr/504faq.html
(3) RtI, Response To Intervention is the application of learning or behavioral interventions and measurement of students' responses to such interventions. http://www.rtinetwork.org/learn/what/whatisrti
CBM, is Curriculum-Based Measurement given by the teacher daily or several times each week to measure progress of a specific skill against an aim line. http://www.interventioncentral.org/curriculum-based-measurement-reading-math-assesment-tests
Dynamic Learning Maps,are given by the teacher and/or members of intervention or IEP team. They can be used daily, weekly, or as part of a formal evaluation to determine if student has potential to learn a new skill. http://dynamiclearningmaps.org/
(4) Template(s) of Summary Reports. http://sped.dpi.wi.gov/sped_forms06 this website has sample Special Education forms and reports for all classifications.