Assessment of children with special needs.pptx

How to assess children with special needs?

1. ASSESSMENT OF CHILDREN WITH SPECIAL NEEDS

2. ASSESSMENT OF CHILDREN WITH SPECIAL NEEDS is already, and still is, a dilemma in the everyday school’s life either form the teachers’ point of view to the pupils’ one and their parents’ too.

3. Was adopted in 2000. According to the new legislation, inclusion is the basic principle of education of children with special needs.

4. Since 2001, programs have been developed together with compensation programs for pupils to help them achieve standards of knowledge .

5. IMPORTANCE OF ASSESSMENT It determines whether or not the goals of education are being met. Assessment affects decisions about grades, placement, advancement, instructional needs, curriculum and in some cases, funding.

6. ASSESSMENT - A process of collecting data for the purpose of making decisions about students or schools. (Salvia, Ysseldyke , and Bolt, 2010)

7. Helps teachers understand what the students know and decide what their next steps will be.

8. ASSESSMENT also allows teachers to recognize students’ difficulties in school and their advancement toward goals.

9. In this way teacher are able to modify their teaching methods to aid the students to become successful.

10. There are FOUR TYPES OF ASSESSMENT

11. 1. FORMATIVE ASSESSMENTS are in-process evaluations of student learning that are typically administered multiple times during a unit, course, or academic program.

12. 2. SUMMATIVE ASSESSMENTS are used to evaluate student learning at the conclusion of a specific instructional period—typically at the end of a unit, course, semester, program, or school year.

13. 3. PERFORMANCE ASSESSMENTS typically require students to complete a complex task, such as a writing assignment, science experiment, speech, presentation, performance, or long-term project.

14. 4. PORTFOLIO-BASED ASSESSMENTS are collections of academic work. EXAMPLE: assignments, lab results, writing samples, speeches, student-created films, or art projects

15. Assessment that enhances motivation and student confidence.

16. In the discipline of SPECIAL EDUCATION, ASSESSMENT can be defined as “the systematic process of gathering educationally relevant information to make legal and instructional decisions about the provision of special services” ( McLoughlin and Lewis, 2008)

17. ASSESSMENT IN SPECIAL EDUCATION Children with special education are children first and have much in common with other children of the same age. There are many aspects to a child’s development that make up the whole child, including – personality, the ability to communicate (verbal and non-verbal), resilience and strength, the ability to appreciate and enjoy life and the desire to learn.

18. Each child has individual strengths, personality and experiences so particular disabilities will impact differently on individual children. A child’s special educational need should not define the whole child.

19. 8 SPECIAL EDUCATION ASSESSMENT DEVELOPMENTAL ASSESSMENTS SCREENING TESTS INTELLIGENCE QUOTIENT ACADEMIC ACHIEVEMENT TESTS ADAPTIVE BEHAVIOR SCALES BEHAVIOR RATING SCALES CURRICULUM-BASED ASSESSMENT END- OF- GRADE ALTERNATIVE ASSESSMENT

20. As special education teachers collect information, they need to look for and interpret patterns in the data, as this will help them to synthesize the information they are collecting and to use the collected data for educational decision making.

21. Special education or Special Needs Education is the form of education planned for the students with special needs in a way that addresses the students 1. INDIVIDUAL DIFFERENCES and 2. NEEDS.

22. Special education teacher need to develop comprehensive learners profiles.

23. To develop a learner profile, special education teachers need to collect, over time, information from a variety of sources and synthesize that information in order to develop a comprehensive understanding of the student. These sources include, but are not limited to:

24. Comprehensive, multidisciplinary assessments that produce information about cognitive and language variables; Discussions with students’ family members that provide information about students’ interests and motivations and how they adapt to their home and community environment;

25. - Curriculum-based measurement data that can be used to provide information about student progress in different curricular areas ( Deno , Fuchs, Marston, & Shin, 2001); - Student interviews and surveys that generate data about students’ interests in an academic area and their strategic approach to tasks (Montague, 1996);

26. Inventories, classroom checklists, and student work samples that can be used to help teachers understand the students’ strengths and needs in an academic area (e.g., Leslie & Caldwell, 2015); and Direct observation of classroom performance and behavior (e.g., functional behavioral assessment) that can be used to help teachers gather information such as how students perform a task and how students respond to different behavior and learning supports.

27. 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 as a procedure for evaluation by means of determining the presence, quality, or truth of something.

28. Each child has individual strengths, personality and experiences so particular disabilities will impact differently on individual children. A child’s special educational need should not define the whole child.

29. DIFFERENCE BETWEEN ASSESSMENT AND TESTING ASSESSMENT TESTING Assessments are used to identify individual student weaknesses and strengths so that educators can provide specialized academic support, educational programming, and/or social services. Assessment normally result to labelling.

30. ASSESSMENT TESTING Encompasses many different methods of evaluation, one of which is using tests. Is the administration of specifically designed often standardized educational and psychological measures of behavior and is a part of the assessment process.