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Essay / Research Paper Abstract
One of the most challenging aspects of addressing student needs in Special Education is the process of student assessment to determine eligibility for services by Special educators and extended support personnel, to determine the student-oriented educational process that will be incorporated into a child's individual education plan (IEP), and to reflect gains, improvements and specific areas of concern for the child with a Special Education designation. This 3 page paper considers the scope of assessment and planning for children with disabilities, and determines the need for ethical use of assessment techniques. Bibliography lists 4 sources.
Page Count:
3 pages (~225 words per page)
File: D0_Specass.doc
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Unformatted sample text from the term paper:
education plan (IEP), and to reflect gains, improvements and specific areas of concern for the child with a Special Education designation. Because Special educators must address the needs of
a widely varied population of learners, the focus on equability and validity in the assessment process has become the focus of researchers and educators. The term assessment is frequently used
to evaluate the current level of performance for children who are believed to meet the criteria for a Special Education-qualifying disorder or disability. Assessments are ascertained to determine the
level of impacts from the disability and determine the need for specific services and to set goals and determine a position for evaluating performance outcomes in the future (Gersten, Keating
and Irvin, 1995). Children entering Special Education programming must be assessed to determine that the meet the criteria for participation, which includes one of the following designations: visual
impairment, hearing impairment, physical or health impairment, speech or language impairment, specific learning disability (SLD), Behavior disorder/emotional disorder, mental impairment, multiple impairment, autism, or traumatic brain injury (Newton, 1998). This
is clearly not the only element of assessment that is reflected in the process of determining services for children with disabilities. Assessment is a multifaceted process of
collecting information for "the purpose of (a) specifying and verifying problems and (b) making decisions about students" (Salvia & Ysseldyke, 1991). Issues include what is to be taught, how it
is to be taught, where it is to be taught, when it has been learned, and what level of proficiency should be attained. For many educators, the quality of special
education depends on the quality of assessment information and its timely application in the classroom, school, and community to prescribe practices and monitor programs and services (Fuchs & Fuchs, 1986,
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