Assessment of Children with Special Needs PDF - April 26, 2021

A s s e s s m e n t o f C h i l d r e n w i t h S p e c i a l N e e d s April 26, 2021 Topics Assessment in Special Education Testing Difference between Assessment and Testing Legal Bases of Assessment for Individuals with Disabilities 4/26/2021 ASSESSMENT OF CHILDREN WITH SPECIAL NEEDS 2 Introducti...

A s s e s s m e n t o f C h i l d r e n w i t h S p e c i a l N e e d s April 26, 2021 Topics Assessment in Special Education Testing Difference between Assessment and Testing Legal Bases of Assessment for Individuals with Disabilities 4/26/2021 ASSESSMENT OF CHILDREN WITH SPECIAL NEEDS 2 Introduction This topic discusses the importance of assessment in the field of Special Education. Knowing its importance will enable to better understand what the students have learned and then decide what steps they will take to improve the learning environment. Assessment also allows teachers to recognize student’s difficulties in school and their advancement toward goals. In this way, teachers are able to modify their teaching methods to aid the students to become successful. ASSESSMENT OF CHILDREN WITH SPECIAL 4/26/2021 NEEDS 3 A S S E S S M E N T ASSESSMENT IS THE PROCESS OF C O L L E C T I N G D ATA F O R THE PURPOSE OF MAKING DECISIONS ABOUT STUDENTS OR SCHOOL. IT AIMS TO AID TEACHERS IN U N D E R S TA N D I N G T H E LEVEL OF EVERY STUDENT AND DECIDE THE NEXT STEPS TO BE UTILIZED IN ORDER TO ENSURE PROPER L E A R N I N G. ( S A LV I A , Y S S E L D Y K E , A N D B O LT, 2010) Assessment in Special Education In the discipline of Special Education, assessment can be defined as “the systematic process of gathering educational relevant information to make legal and instructional decisions about the provision of special services”(McLoughlin and Lewis, 2008). 4/26/2021 ASSESSMENT OF CHILDREN WITH SPECIAL NEEDS 5 Assessment in Special Education Assessment in Special Education should be considered as continuous. To note, assessment should be an ideally ongoing process. Assessment should also be done systematically to answer important questions that are educationally relevant. Therefore, it should serve a definite purpose of catering highly individualized instructional plans for the student with disability. In other words, each program is designed to fulfill a specific purpose of addressing the needs of the student with disability. ASSESSMENT OF CHILDREN WITH SPECIAL 4/26/2021 NEEDS 6 Testing 4/26/2021 Testing is a form of assessment where students are presented with different specific problems for them to answer and as a result, they are expected to gain a specific score. Test is also considered a procedure for evaluation by means of determining the presence, quality, or truth of something. A test may consist of series of questions, problems, or physical responses designed to determine knowledge, intelligence, or ability. Thus, it is considered as a reliable basis for evaluation or judgement that gives teachers quantitative data. ASSESSMENT OF CHILDREN WITH SPECIAL NEEDS 7 Difference between Assessment and Testing 4/26/2021 Knowing the difference between assessment and testing is important with regard to student’s learning behavior. In testing, assessment normally results to labeling. The result of test determines the service that the students need. Hence, the teacher should not be too quick to assess his student. In Special Education, students who have difficulty in reading are not readily labeled as dyslexic; rather, they are diagnosed to have reading difficulties. ASSESSMENT OF CHILDREN WITH SPECIAL NEEDS 8 Legal Bases of Assessment for Individuals with Disabilities 4/26/2021 ASSESSMENT OF CHILDREN WITH SPECIAL NEEDS 9 Individuals with Disabilities Act (IDEA) 4/26/2021 The Individuals with Disabilities Act (IDEA) was previously patterned after the Public Law 94-142 or the Education for All Handicapped Children Act. The specific purposes of the law includes the following: (1) to insure publicly funded Special education and related services for all handicapped children no later than 1978; (2) to insure the rights of handicapped children and their parents and guardians; (3) to relieve the Special Education financial burden of state and local governments; and (4) to assess and insure the effectiveness of efforts to educate handicapped children. ASSESSMENT OF CHILDREN WITH SPECIAL NEEDS 10 No Child Left Behind (NCLB) 4/26/2021 This requires stronger accountability for results by specifying that schools must have challenging educational standards, test children starting grade 3 every year, and specify progress objectives that ensure proficiency of every child. (Salvia et al., 2012) PRESENTATION TITLE 11 THANK YOU ESTEBAN B. C A S A U AY professor 4/26/2021 ASSESSMENT OF CHILDREN WITH SPECIAL NEEDS 12 DEVELOPMENTAL ASSESSMENT - Dr CSN Vittal Development It is acquisition of qualitative and quantitative skills in a social environment FOUR AREAS Gross motor development Fine motor development Personal /social development Language development Normal development Pattern is constant Skills acquired sequentially Rate varies from child to child Later goals depend on achieving earlier goal in same field eg. sit before stand, then walk Genetic and environmental factors contribute positively and negatively ‘Milestones’ Acquisition of a key skill – Median age – age at which half population acquire the skill – Limit – age at which a skill should have been achieved, 2SD from the mean Remember, some are constant (eg. smile by 8/52), some are not (crawling) Terminology DEVELOPMENT DELAY – Discrepancy 25% or more OR 1.5 to 2 SD from normal GLOBAL DEVELOPMENT DELAY – Delay in 2 or more domains of development DEVELOPMENT DEVIANCE – When child develop milestone or skill outside typical acquisition of sequence DEVELOPMENT DISSOCIATION – When child has widely differing rates of development in different domains of development DEVELOPMENT REGRESSION – When child loses previously acquired skills or milestone Developmental assessments Process of mapping a child’s performance compared with children of a similar age from similar population – Part of comprehensive medical care Why is it necessary? Reassure if normal development pattern and timings, discuss good parenting Spot regression Any genetic disorder to make? Identify those with specific areas of impairment or global concerns Allows early support or interventions – eg. hearing aids, physiotherapy, ? Give Parents time to adjust Purpose of Assessment Whether there is impairment or not in development Make a diagnosis if possible Seek to intervene positively to improve outcome and function for the child and family – – – – – Reinforcing acquired skills Teach developmentally appropriate skills Provide missed experience Make use of other skills to overcome difficulties Use learning style to promote learning Developmental assessment 1. Screening – brief ,formal ,standardized evaluation aid in the early identification children who should receive more intensive assessment. 2. Surveillance – Is flexible , – longitudinal , – Documenting and maintaining a developmental history – Making accurate observations of child Time of Assessment Developmental surveillance– every well child visit Developmental screening- – May be completed by parent or clinician – Using standardized tool at 9, 18 and 30 months – Example Denver II developmental screening test Phatak’s Baroda Screening Test Trivandrum Development Screening Chart CAT/Clams ( Clinical adaptive test/ clinical linguistic and auditory milestone scale) Goodenough- Harris Draw-a-person test Examination: Observations and Interactive Assessment Should take in place in a room with toys appropriate for child With one or both parents, but no prompting and helping Chair and table Child’s behavior and interaction with parents during history taking should be observed prior to physical examination Normal functioning of motor, vision and hearing should be assessed Prerequisites Infant or child in a good temper Should not be hungry, tired, unwell, had convulsion prior, under influence of sedative or antiepileptic drugs Equipment Required Ten 1- inch cubes Hand bell Colored and uncolored geometric forms Picture cards Cards with circle, cross, square, triangle, diamond drawn on them Patellar hammer Paper Pellets (8 mm) Ages and Stages Questionnaire (ASQ) - 2nd Ed. Birth to 60 months ~ 15 - 20 minutes A 2 SD below the mean OR a 75 developmental quotient - cutoff score Used as a first level screening tool to determine which children need further evaluation to determine their eligibility for early intervention. Also be used to monitor the development of children at risk for disabilities or delays. Denver II Developmental Screening Test Most widely used test for screening Assesses child development in four domains – – – – Gross motor Fine motor adaptive Language Personal social behavior These domains are presented as age norms, just like physical growth curves. Phatak’s Baroda Screening Test Indian adaptation of Bayley’s Development scale India’s best known development testing system Used by child psychologists rather then physicians The test items are arranged according to age. Trivandrum Development Screening Chart Simplified adaption of Baroda Development Screening System Consist of 17 items selected from BSID Baroda norms Time required- 5 mins Good for mass screening Goodenough ‘draw a man test’ Simple nonverbal intelligence test Useful as a group screening tool. Points are given for each detail that the child draws in the figure. One can then determine the mental age by comparing scores obtained and comparing with normative sample. Definitive Tests These tests are required once screening tests or clinical assessment is abnormal. They are primarily aimed to accurately define the impairments in both degree and sphere. – Bayley Scales of Infant and Toddler Development-Third Edition (Bayley-III) – Stanford-Binet Intelligence Scale – Wechsler Intelligence Scale – Developmental Activities Screening Inventory-SECOND EDITION (DASI-II) Bayley Scales of Infant and Toddler DevelopmentThird Edition (Bayley-III) Age Range (in years) - Birth to3.5 years Method of Administration/Format Individually administered in play-based format for Cognitive, Language , and Motor Scales; caregiver questionnaire for Social-Emotional and Adaptive Functioning. Yields scaled scores, composite scores, and percentile ranks. Approximate Time to Administer – 50 min. for 1-12 mos.; 90 min. for 13-42 mos. Subscales Cognitive; Language (Receptive, Expressive, Total); Motor (Fine-Motor, Gross-Motor, Total); Social-Emotional; Adaptive Behavior (Communication, Community Use, Functional Pre-Academics, Home Living, Health & Safety, Leisure, Self-Care, Self-Direction, Social, Motor, Total) Stanford-Binet Intelligence Scale Description – Intelligence Testing of ages 2 to 23 years and beyond – Yields Intelligence Quotient (IQ) Scoring – Standardized Scoring – Composite mean of 100 with standard deviation of 16 Interpretation: Mental Retardation IQ Definitions – Borderline mental retardation: 70 -79 – Mild mental retardation: 65-69 – Moderate mental retardation: 40-54 – Severe mental retardation: 30-39 – Profound mental retardation: = 85 normal 71-84 mild-to-moderate delay