ASSESSMENT AND SPECIAL

SERVICES

MA. LEA A. RONDA, Ph.D.

ASSESSMENT
Danielle is in serious danger of failing fourth grade
again. She appears to have difficulty following
directions, completing assignments on time,
progressing in reading and spelling, and interacting
with her peers. Her teacher believes that Danielle
may have a learning disability.
Jaime has become severely withdrawn in the last
year. His grades have been declining steadily, he is
starting to skip school, and when the teacher calls on
him in class, he responds rudely or not at all. The
teacher is worried that Jaime may have an emotional
disorder.

ASSESSMENT
Process

that involves collecting information

about a student for the purpose of making
decisions (Salvia & Ysseldyke, 2007)
It involves gathering information about a
students strengths and needs in all areas of
concern (Friend and Bursuck, 2006)
Refers to the gathering of relevant information to
help an individual make decisions (Taylor,2006)
Includes many formal and informal methods of
evaluating about a student progress and
behavior (Overton, 2006)
3

EDUCATIONAL AND
PSYCHOLOGICAL ASSESSMENT OF
EXCEPTIONAL STUDENTS
Involves

the collection of information

that is relevant in making decisions
regarding appropriate goals and
objectives, teaching strategies and
program placement (Pierangelo &
Giuliani, 2009)
Describes the way information is
collected for making an educational
decision (Cohen and Spenciner, 2007)

DIFFERENCE IN DEVELOPMENT

Inter-individual differences - The general gap in

ability or performance between the child with
disabilities and his/her peers.
Intra-individual differences- A major variation in
the abilities or development of a single child.
Intraindividual differences reflect
differences within a childs own abilities, as
opposed to interindividual differences, which
reflect how children differ from other children. 5

 A child

may have the intelligence of an 11year-old but the social behavior of a 6-yearold, so both interindividual and intraindividual
differences are of concern to special educators.

It is just as important for teachers to know a

childs individual strengths and weaknesses as
it is to know how she compares with other
children.
Intraindividual differences can show up in any
area: intellectual, psychological, physical, or
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social.

ASSESSMENT

The process of using tests and other measures of

student performance and behavior to make
educational decisions
Importance:

Identifying

a students learning problems or difficulties

To gain essential information about the child-conditions,
abilities, interests and problems
Required or mandated by the law, required by some schools
for curriculum planning
Selecting intervention strategies that respond to specific
problems
Essential in developing IEPs

 SERVICES

Include

the use of special equipment,

facilities and services, educational resources,
the physical environment, school
organization and attendance and transport
to support the educational program of the
Child and Youth with Special Needs
(CYSEN)

PROGRAMS
Refer

to the structure , administrative

organizations and plans used to deliver special
8
educational needs to particular types of CYSEN

TYPES OF ASSESSMENT
DECISIONS
Screening
Diagnosis

Eligibility
Program

Planning
Progress monitoring and evaluation

Screening
A

procedure designed to identify the

children who need to be referred for more
in-depth assessment
Potential for developmental delay or
disability, vision, hearing, health and
physical
Whether or not a child should be referred
for more in-depth assessment
Prior to entry into a program
10

 Diagnosis

The

process of confirming the presence

or absence of a delay or disability
Evidence that a development delay or
disability exists and its nature and
extent
Whether or not the child has
development delay or disability
Prior to entry into a program

11

Eligibility
A

comprehensive diagnostic process to

determine if a child meets the criteria to
be eligible for special services
Comprehensive diagnostic information
that is standardized, norm-referenced and
comparative
Whether or not a child is eligible for a
program or services specified in the
criteria for eligibility
Prior to entry into a program
12

 Program

planning

procedure used to identify desired

goals/outcomes for the IFS/IEP and how to
design instruction

Evidences

of the childs developmental skills and

behaviors; family preferences and priorities for the
child; family resoures and strenghts; setting in
which the child spends time and the demands of
those settings
What type of routines, activities, materials and
equipment to use with the individual child
What styles of learning to use with the child
What adult and peer interactions may work best 13
with the child

 Progress

monitoring and evaluation

A process of collecting information about a
childs progress, the familys satisfaction
with services, and the programs
effectiveness
Evidence of the childs developmental
skills and behaviors in comparison to
those skills at the beginning of the childs
entry into the program; family satisfaction
and indication of whether or not their
priorities have been met; childs ability to
be successful in the setting in which he or
14
she spends time

 To

determine the effectiveness of programming

for an individual child or group of children
To determine the change in a childs skill and
behaviors
To determine family satisfaction
To evaluate a programs overall effectiveness
Periodically

as needed to determine whether or

not intervention is effective at the end a
program year or cycle; when dictated by
administrative policy and funding sources
15

ASSESSMENT
Norm-referenced

test
Diagnostic achievement test
Interviews
Observations
Informal assessment
Portfolio assessment
Information Processing Model
16

 Many

school systems employ a prereferral committee to

find ways of coping with a childs behavior prior to
resorting to a full referral process and a full assessment.

The

assessment process involves prereferral, screening,

diagnosis and classification, instructional planning, pupil
evaluation, and program evaluation.

Six

general approaches can be used to assess a child:

(1) norm-referenced tests

(2)

diagnostic achievement tests

(3) interviews

(4) observations,

(5)

informal assessment

(6)

portfolio assessment

17

 Assessing

student progress has traditionally been

accomplished through the use of standardized,
norm-referenced achievement tests.
However, these tests do not adequately measure the
attainments of many children with exceptionalities.
Performance assessments and authentic
assessments are new approaches that supplement
standardized assessments.
Performance assessments measure the
applications of knowledge, and authentic
assessments involve examining the typical
classroom performance of a student rather than a
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contrived task.

 Care

also needs to be taken with regard to the

interaction of the childs home culture and the impact
that the childs culturally influenced behavior has on
performance.

Special

educators are challenged to address the

academic standards movement position that all
students be expected to learn and achieve according to
high standards, including students with disabilities.

The

information processing model can be used to

identify additional specific areas that may need
educational attention.

19

Screening

Conducted in some states where other

approaches are not in place
Carried out by the psychologist, counselor,
principal, or other appropriate school
professional
Professionals discuss nature, severity and
persistence of student problem
Existing information from past and present
student records is reviewed to inform decisions
for special education consideration
20

Special Education Referral

Multidisciplinary team convenes

to consider special education
Parents are full team members
Parents informed of their rights
Parents must give permission for
initial individual assessment
21

Assessment Components

Student must be assessed in all areas of

suspected need
Assessment typically includes:
Vision and hearing screening
Intellectual ability
Achievement
Social and behavioral functioning
Developmental history
Other areas needed

22

Assessment Procedures

Must be nondiscriminatory on a racial,

cultural, and linguistic basis
Instruments must be valid and reliable
Instruments must be administered by trained
professionals
Testing form must take into account possible
impact of the suspected disability
Testing must be in the language with which
child is most comfortable
Include a variety of assessment tools
23

Decision Making for Special Education

Does student have a disability?

Does the disability adversely
affect educational performance?
Can students needs be
addressed through special
education?
24

When Student is Eligible for

Special Education

Individualized education
program (IEP) is developed
Placement decision is made after
IEP is developed

25

Monitoring Student Progress

Annual review of IEP

Update information on students functioning
Review students progress
Set goals for the next year
May amend IEP as needed during the year
Three-year reevaluation
Does student need to be re-assessed?
Does student still need special education?
Parent permission not required for reevaluation
26

Members of the IEP Team

Evaluation
person

Paren
ts
l
a
r
e
n
Ge
n
o
i
t
a
educ er
teach

Student

Spec
educ ial
ation
t eac
her
Agenc

y pers
onnel

Exceptions to team composition

Others

District
representative

27

Required Components of the

IEP
Present levels of performance
Annual goals and short term objectives
Special education and related services
Supplementary aids and services
Assistive technology
Participation with nondisabled peers
Participation in state/district
testing

28

Additional IEP Components

Dates and locations of service

Placement decision
Transition services needed at age 16
Age of majority
How progress will be measured and
reported to parents
Other considerations

29

The Continuum of
Placements

General Education
Resource Class
Separate Class
Separate School
Residential Facility
Other Placement Settings

30

How are Disagreements Resolved?

Dispute resolution session

Knowledgeable professionals try first to
resolve the issues
Mediation
Impartial professional meets with each party
to try to resolve the dispute
Due process hearing
Formal procedure often resembling a trial
Impartial hearing officer makes decision
Decision may be appealed
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Issues Related to Special Education

Professionals and Procedures

Shortage of special education teachers

98% of urban school districts have immediate openings

for special education teachers

Response to Intervention

Requires valid implementation by general education

teachers
Document impact of research-based practices
implemented

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EARLY INTERVENTION

purpose of early intervention

is to provide necessary supports and
services to optimize the child's
development as early as possible.
Early intervention refers to a
range of services provided to
children, parents, and families
during pregnancy, infancy, and/or
early childhood
The

33

DETECTING DISABILITIES AFTER

BIRTH
Apgar

Test
The Apgar test, developed in 1952, is still used to
determine the health of a newborn infant. It
measures the heart rate, respiratory effort, muscle
tone, and general physical state, including skin
color. Scores of 0, 1, or 2 are given in each of the
five areas being measured.
A below-average Apgar score (5 or less) at one and
five minutes after birth is used to determine the
possibility of debilitating conditions, the need for
additional testing, and the need for medical
34
intervention.

Newborn Behavior Observations (NBO)

The

newborn behavioral observations (NBO)

approach is being introduced to help parents and
professionals understand the preferences and
vulnerabilities of the newly born infant (Nugent et
al., 2007a).

The

NBO approach can be used in a variety of

settings and helps sensitize parents to the
competencies and needs of their baby. This
approach builds on naturalistic observations of the
caregiver and infant to help create an optimal
support system for both the family and the child
(Nugent, Blanchard, & Stewart, 2007).
35

 Using

the NBO, the clinician partners with the parent to

understand the infant and models strategies to help the parent
gain in confidence and parenting skills (Nugent & Blanchard,
2006).
Through a series of observations, an understanding is formed
of the infants unique traits and temperament, and this
knowledge allows the parents to better respond to their babys
needs.
The patterns revealed by the NBO approach can also help
parents and clinicians decided whether further developmental
assessments are needed (Levine, 2006).
Hearing assessments should be given at birth.
Child Find is a part of IDEA (2004) and requires that states
identify, locate and evaluate all children from birth to age 21
who are in need of early intervention services or special
36
education.

Response to Intervention
(RTI)

Alternative systems based on students lack of

response to instructional intervention
Ensures research based interventions are used
as soon as childs academic difficulties are
identified
Ensures that professionals gather data on
effectiveness of new remedial strategies used to
address childs needs
These data may be used as continuous
progress monitoring.
37

WHAT PUTS CHILDREN AT RISK?

Genetic

disorders
Events occurring during pregnancy and
birth
Environmental stressors
Substance abuse

38

PRENATAL AND NEONATAL

IDENTIFICATION
Genetic

counseling
Prenatal testing
Alpha-fetoprotein test
Ultrasound
Amniocentesis
Chorionic villus biopsy
39

 According

to March of Dimes, at-risk

infant is one who, because of low birth
weight, prematurity, or serious medical
complications, has a greater chance of
having developmental delays or cognitive
or motor deficits.
Batshaw indicated three general types of
conditions that put these children at risk:
(1) genetic disorders,
(2) events occurring during pregnancy or
at birth, and
(3) environmental conditions.

40

Many

times genetic disorders can

be detected before birth through
the process of genetic counseling
and prenatal testing The Human
Genome Project has led the way
in helping us understand the role
of genes in human variation,
including how and why cognitive
disabilities occur

41

There are approximately thirty thousand

genes in the human genome, and more
than one thousand different genetic causes
of Intellectual and developmental
disabilities have been identified (Tartaglia
et al., 2007).
Genetic-related causes of learning
disabilities and autism are also emerging
as we learn more about the role of genes in
setting the stage for cognitive
development.

42

Events occurring during pregnancy or at birth can cause a

child to be born with disabilities.

A number of problems can arise, from the mother contracting

German measles during the first trimester to insufficient oxygen
supply and toxemia.

Rosettis (1986) study of the increased risk of having a child

with disabilities if the mother is over the age of 35 is being
reexamined in light of the growing number of professional
women who are delaying the birth of a first child until later in
their careers.

Diabetes can lead to fetal malformation and control of diabetes

can prevent the occurrence of many disabilities (Graham &
Morgan, 1997).
43

 Environmental

risks are the major cause of

disabilities in children by age 6. Many poor childrearing strategies are due to a lack of education or
neglect. Recently, there has been a high incidence of
child abuse (Cosmos, 2001; Sameroff & Feise,
2000).

Studies

(Money, 1984) show that some severely

physically abused children, besides incurring
emotional deficits, can actually stop growing
physically and intellectually. Poverty can lead to a
lack of prenatal care and malnutrition.
44

 Substance

abuse by either the father or mother

of an infant may lead to later disabilities in the
child.
The heavy use of alcohol by the mother may
lead to fetal alcohol syndromeevidenced by
facial abnormalities, heart disease, small size,
and some degree of IDD.
The abuse of the body brought about by heavy
smoking by the mother can lead to premature
birth and later complications for the child. Illicit
drug use by the mother can lead to a wide range
of behavior problems (Cohen & Erwin, 1994)

45

EDUCATIONAL RESPONSES
The

Individualized Family Service

Plan
Multidisciplinary Team
Inclusion and Natural Learning
Environments
Blended practices
Embedded instruction
46

THE GOAL OF INTERVENTION PROGRAMS IS

TO HELP THE CHILD WITH
EXCEPTIONALITIES DEVELOP TO HIS OR
HER MAXIMUM POTENTIAL.
Part

C of the Individuals with Disabilities Education

Act (IDEA) requires that an individualized family
services plan (IFSP) be developed for each child
diagnosed with exceptionality.

The
(1)

IFSP should contain

a statement of the childs present levels;

(2)

a statement of the familys strengths and needs

relating to the development of the child;

47

(3) a statement of the major outcomes expected

to be achieved for the child and family, including

procedures, goals, timelines, and assessments;
(4) a statement of specific early intervention
services necessary to meet the unique needs of
the child and family;
(5) a statement of the natural environments in
which early intervention services shall
appropriately be provided, including a
justification of the extent, if any, to which the
services will not be provided in a natural
environment;
(6) the projected dates for initiation of services
and the anticipated duration of the services;

48

(7) the name of the service coordinators who will be

responsible for implementing the plan; and
(8) the steps to be taken to support the transition to
preschool or school. Because it is essential that more
than one professional work with the child and family,
multidisciplinary teams are established.
Each team includes a physician or health-care worker
who examines the child and his or her medical records,
and other specialists as deemed necessary
When all necessary information has been gathered, the
multidisciplinary team, which includes the family, meets
to discuss the case and to determine the appropriate
measures to be taken. Parents can choose whether or not
to involve their children in the provided services.

49

 Inclusion

is primarily designed to promote social

relationships between children with disabilities and
those without disabilities and to facilitate optimal
access to learning opportunities.
IDEA 2004 encourages educating young children in
natural environmentsthat is, settings that are
normal for children of that age who do not have
disabilities (Carta & Kong, 2007; Norman &
McCormick, 2006). The use of blended practices
that draw from general early childhood and early
childhood special education allows the teacher in the
inclusive classroom to meet the needs of all of her
50
children (Grisham-Brown et al., 2005).

 In

the natural learning environment, the use

of embedded instruction can help meet the
needs of children with disabilities.
Activity-based, embedded approaches are
particularly useful in promoting and
enhancing young childrens social
competence (Squires & Bricker, 2007).

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