About the Book

Special education students often learn about the characteristics of disabilities, but can lack an understanding of the relationship between diagnostic assessment and eligibility for special education services. The Special Educator′s Guide to Assessment: A Comprehensive Overview by IDEA Disability Category focuses on the role that assessment plays in the diagnosis of a disability, determination of eligibility for special education services, and education of students with disabilities to provide a meaningful interconnection between assessment concepts and classroom application for teachers.  Authors Tara S. Guerriero, Mary A. Houser, and Vicki A. McGinley want to ensure that future special education teachers have the preparation to provide comprehensive instruction to P-12 students through this text.

While special education teachers are often not the ones conducting comprehensive evaluations, it is paramount that they understand their students’ individual characteristics, and understand how assessment is used to determine diagnosis and eligibility.  Framing the text around The Individuals with Disabilities Act (IDEA) provides students with concrete standards by which all disabilities are evaluated and regulated in our public educational system.

Part I introduces the basic topics of assessment, ethics, and assessment types. Part II moves on to provide diagnostic and eligibility criteria according to IDEA categories that are most commonly diagnosed in an educational setting while Part III describes the criteria for IDEA categories most commonly diagnosed in a medical setting. Features like case studies and sample comprehensive evaluations help bring to life assessment and how it applies in real classrooms. 

Table of Contents:
Preface Acknowledgments About the Authors Part I: An Overview of Assessment in Special Education Chapter 1: Introduction to Special Education History, Legislation, and Consideration for Eligibility Introduction to the Chapter Introduction to Legislation as it relates to Assessment in Special Education Eligibility Criteria for Special Education Services Under IDEA Special Education Services (IEP and IFSP) and Alternative Plans (Section 504 Service Agreement) Looking Ahead Chapter Summary Apply What You Have Learned Chapter 2: Introduction to Assessment and Ethical Considerations Introduction to the Chapter Purposes of Assessment Multi-Tiered System of Support (MTSS) Response to Intervention (RTI) Progress Monitoring and Benchmarks Considerations for Students With Emotional, Behavioral, and Social Differences During the Assessment Process Considerations for Students From Culturally and Linguistically Diverse (CLD) Backgrounds Ethical Considerations Surrounding Assessment The Importance of Communication Between Home and School During the Assessment Process Chapter Summary Apply What You Have Learned Chapter 3: Assessment Types Introduction to the Chapter Formal and Informal Assessments Norm-Referenced Assessments Criterion-Referenced Assessments Curriculum-Based Assessments Performance-Based and Portfolio Assessments Error Analysis Interview Direct Observation Checklists and Behavior Rating Scales Chapter Summary Apply What You Have Learned Chapter 4: Assessment for Diagnosis and Eligibility: Development and Health Introduction to the Chapter Intelligence Language Social and Emotional Characteristics Health and Medical Status Chapter Summary Apply What You Have Learned Chapter 5: Assessment for Diagnosis and Eligibility: Academic Achievement and Behavior Introduction to the Chapter and Connection to Chapter 4 Areas of Academic Achievement Behavior Chapter Summary Apply What You Have Learned Part II: Assessment and Diagnosis of Disabilities Chapter 6: Learning Disabilities Introduction to the Chapter IDEA Definition of Specific Learning Disability Diagnostic Criteria How the Diagnosis Is Made Who Makes the Diagnosis Other Characteristics Case Studies and Extension to Instruction Chapter Summary Apply What You Have Learned Chapter 7: Intellectual Disabilities Introduction to the Chapter IDEA Definition of Intellectual Disability Diagnostic Criteria How the Diagnosis Is Made/Who Makes the Diagnosis Other Areas to Be Assessed Benefits Available to Those With IDs Extension to Instruction Chapter Summary Apply What You Have Learned Chapter 8: Autism Spectrum Disorder (ASD) Introduction to the Chapter IDEA Definition of Autism Diagnostic Criteria and Related Characteristics How the Diagnosis Is Made/Who Makes the Diagnosis Other Areas to Be Assessed The Impact of an ASD Diagnosis on the Family Extension to Instruction Chapter Summary Apply What You Have Learned Chapter 9: Speech or Language Impairment Introduction to the Chapter IDEA Definition of Speech or Language Impairment Diagnostic Criteria and Related Characteristics How the Diagnosis Is Made/Who Makes the Diagnosis Other Characteristics Assistive Technology Chapter Summary Apply What You Have Learned Chapter 10: Emotional Disturbance Introduction to the Chapter IDEA Definition of Emotional Disturbance Diagnostic Criteria and Related Characteristics How the Diagnosis Is Made/Who Makes the Diagnosis Other Characteristics Extension to Instruction Chapter Summary Appendix A: Positive Behavior Support Plan Part III: Medically Diagnosed Disabilities Chapter 11: Attention-Deficit/Hyperactivity Disorder (ADHD) Introduction to the Chapter Types of ADHD IDEA Definition of Other Health Impairment Diagnostic Criteria How the Diagnosis Is Made Who Makes the Diagnosis Other Characteristics Case Studies, Treatment, and Extension to Instruction Chapter Summary Apply What You Have Learned Chapter 12: Sensory Impairments (Including Visual Impairment, Hearing Impairment, Deafness, and Deaf-Blindness) Introduction to the Chapter Hearing Impairment and Deafness Visual Impairment and Blindness Deaf-Blindness Chapter Summary Apply What You Have Learned Appendix A: Functional Vision Evaluation for a Child With More Severe Disabilities Appendix B: Assistive Technology Solutions for Students With Visual Impairments Chapter 13: Health-Related Disabilities (Including Other Health Impairments, Orthopedic Impairment, Traumatic Brain Injury, and Multiple Disabilities) Introduction to the Chapter Other Health Impairments Orthopedic Impairment Traumatic Brain Injury Multiple Disabilities Section 504 and Health-Related Disabilities Chapter Summary Apply What You Have Learned Part IV: Making Connections between Diagnosis, Eligibility, and Instruction Chapter 14: Making Connections Between Diagnosis, Eligibility, and Instruction Introduction to the Chapter Analysis and Interpretation of Assessment Results Planning for Special Education Programming Ongoing Assessment Chapter Summary Apply What You Have Learned Name Index Subject Index