ECP 28/ EDA

Giraldyne D. Semaña Instructor: Sir Francis Karl P. Dela Peña

BEED- 3

Report on Assessment and Identification

Basic Special Education Process (IDEA)

1. Child is identified as possibly needing special
education and related services.
2. Child is evaluated.
3. Eligibility is decided.
4. Child is found eligible for services.
5. IEP meeting is scheduled.
6. IEP meeting is held and IEP is written.
7. Services are offered.
8. Progress is measured and reported to parents.
9. IEP is renewed.
10. Child is reevaluated.
“Child Find”- The state must identify, locate and evaluate
children with disabilities who need special education and
related services.
Referral or request for evaluation- a school professional may
ask that a child be evaluated to see if he or she has a disability.
Parents may also contact the child’s teacher or other school
professional to ask that their child is evaluated. This request
may be verbal or in writing. Parental consent is needed before
the child may be evaluated.
The evaluation must assess the child in all areas related to the
child’s suspected disability. The evaluation results will be
used to decide the child’s eligibility for special education and
related services and to make decisions about an appropriate
educational program for the child.
A group of qualified professionals and the parents look at the
child’s evaluation results. Together they decide if the child is a
child with disability.
If the child is found to be a child with disability, he or she is
eligible for special education and related services. Within 30
calendar days after a child is determined eligible, the IEP team
must meet to write an IEP for the child.
The school system schedules and conducts the IEP meeting.
The IEP team gathers to talk about the child’s needs and write
the student’s IEP. Parent and the student are part of the team.
If the parents do not agree with the IEP and placement, they
may discuss their concerns with other members of the IEP
team and try to work out in agreement.
The school makes sure that the child’s IEP is being carried out
as it is written. Parents are also given a copy of the IEP.
The child’s progress toward the annual goals is measured, as
stated in the IEP. Parents are regularly informed of their
child’s progress whether that progress is enough for the child
to achieve goals by the end of the year.
The child’s IEP is reviewed by the IEP team at least once a
year or more often if the parents or school as for review.
At least three years the child must be reevaluated. This
evaluation is often called a triennial. Its purpose is to find out
if the child continues to be a child with disability and what the
child’s educational needs are. However the child must be
reevaluated more often if conditions warrant or if the child’s
parents or teacher asks for reevaluation.
 Assessment

→ is the process of using tests and other measures of student performance and behavior to make
educational decisions. Consists of a assortment of techniques and procedures for evaluating,
estimating, appraising, and drawing conclusions about students with special needs.

In SPED, it takes into account the unique needs of the students and it becomes different for every
student. Adapt process or procedure to meet the child’s needs as opposed to the students adapting
to the assessment measure. Focuses on getting to know the child in every aspect or every area of
development; determine the child’s strengths and weaknesses.

Testing

→ contains a standard set of questions that produce a score, a set of scores or other numerical
result. Given in a prescribed manner and in a structured setting.

Types of Assessments are- standardized, commercial, classroom or curriculum-based, teacher-

made teats, informal skills survey.

Measurement

Refers to the process of determining the ability or performance level of students.

Types of measurement- testing, observing behavior, conducting interviews, completing rating

scales, filing out checklists, performing clinical evaluations.

Purpose is to produce objective information such as numbers, scores, or other quantitative data.

Importance of Assessment

• Identifying a student’s 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.

Type of Assessment
Screening
A procedure designed to
identify the children who
need to be referred for more
information assessment.
Diagnosis
The process of confirming
the presence or absence of a
delay or disability.
Eligibility
A comprehensive diagnostic
process to determine of a
child meets the criteria to be
eligible for special services.
Program Planning
a procedure used to identify
desired goals/ outcomes for
the IFSP/ IEP and how to
design instruction.
Progress Monitoring and
Evaluation
a process of collecting
information about a child’s
progress, the family’s
satisfaction with services,
and the programs
effectiveness.
Types of Assessment Decisions
Type of Information Decisions Usually When Information is Usually
Gathered Made Gathered
potential for Whether or not a child Prior to entry into a program.
developmental should be referred for
disability or delay; more in-depth
vision; hearing; assessment.
health; and physical
Evidence that a whether or not the Prior entry into a program.
developmental delay child has
or disability exists and developmental delay
its nature and extent. or disability exists and
its nature and extent
Comprehensive whether or not a child Prior entry into a program.
Diagnostic is eligible for a
information that is program or services
standardized, norm- specified in the
referenced, and criteria for eligibility.
comparative.
Evidences of the what type of routines, Intensively at the beginning of a
child’s developmental activities, materials, program; during the first weeks
skills and behaviors; and equipment to use of a child is in program; during
family preferences with then individual and immediately after any major
and priorities for the child. What styles of changes in a child’s life. This is
child; family learning to use with an ongoing process.
resources and the child. What adult
strengths; setting in and per interactions
which the child may work best with
spends time and the the child.
demands of those
settings.
Evidence of the to determine the Periodically as needed to
child’s developmental effectiveness of determine whether or not
skills and behaviors in programming for an intervention is effective; at the
comparison to those individual child or end of a program year or cycle;
skills at the beginning group of children; to when dictated by administrative
of the child’s entry determine the change policy and funding sources.
into the program; in a child’s skill and
family satisfaction behaviors; to
and indication of determine family
whether or not their satisfaction; to
priorities have been evaluate a program’s
met; child’s ability to overall effectiveness.
be successful in the
setting in which he or
she spends time.
 Influences on Assessment
Complex and far-reaching collection of procedures and practices reflect the influence of a
number of disciplines and points of view

□Ethical obligations □Multiple Levels of Assessment

□Federal Laws □Professional Standards
□Multiple Tests □Contributions from other Disciplines

→ Encompasses contributions from any disciplines including psychology, medicine and

educational measurement.

→ It has also been shaped by federal laws and court decisions.

→ Evaluates language and cultural differences as an integral part of the assessment process and
attempts to minimize racial cultural bias in measuring learning ability.

→ Ethical obligations and professional standards are considered.

Types of Assessments

Intelligence Testing
Assessing Large Groups
Assessing Adaptive
Behaviors
Assessing Developmental
Skills
Individual Diagnosis and
Prescription
→ Measure intelligence- I.Q.; the concept of the mental age as a way of reporting
a test result
→ Identify children who would benefit from educational instruction
→ Intelligence tests focus on mental abilities
→ Achievement test focus on academic abilities
→ testing groups of children -- norm
→ proficiency tests, entrance tests, achievement tests
→ Adaptive Behavior is the ability to adapt to the environment by developing
independent personal and social behavior and by adjusting to changes in the
environment
→ focuses on functional and practical abilities such as communication, activities
of daily living and social interaction
→Developmental patterns of young children – predictable sequence skills
development and learning
→Measures – motor, language, and communication, personal- social, cognitive
and adaptive skills.
→Diagnosing disabilities that may cause mental retardation, physical handicaps
and health impairments
→important aspect in SPED – resembles the procedures that physicians follow in
diagnosing and treating medical conditions

→Observe symptoms
→Conducts tests to diagnose the cause
→Writes a prescription for treatment – IEP
Individual Achievement → Individualized yet standardized
Testing →Tools are used to assess learning and intervention activities

Behavioral Assessment
Curriculum- Based
Assessment
→Provide specific data and information for diagnosing remediation needs and for
prescribing explicit intervention
→Assessing student performance over time using direct observation and
continuous data collection – in a structures and systematic manner
→Evaluation techniques are based on behavioral principles
→More realistic, practical measure
→Use of audio- or video-tapes
→Measures performance based on progress in the school curriculum
→Relies on teacher- made tests, class work, homework assignments and teacher
impressions to formulate assessment decisions
→Offer high accuracy and validity
→Used to make instructional decisions
→Evaluate student performance in direct relation to what has been taught –
provides direct link between evaluation and instruction.

Ethical Considerations

≠ Obtaining permission before testing –

• Written consent, testing is voluntary and can be revoked

• Understand relevant information about the test
• Purpose, type, application of results

≠Ensuring privacy of test results – protection from inappropriate disclosure of test results

≠Following standardized test procedures – follow standardized procedures, obtaining scores, testing
time limits, presenting test items, using test materials

≠New professional standards – guidelines for testing students with disabilities, focus on
accommodations, modifications and adaptations in testing.

≠Careful notes must be made and changes be documented for possible effects on the validity of the
test.

Reference: Teacher Ricci Mercado

T. Ricci’s Introduction to Special Education Handbook

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