I. Course Title: Diagnostic and Assessment Procedures for Individuals with Disabilities
II. Course Number: EDSP 669
III. Credit Hours: 3 credits
IV. Prerequisites: Acceptance into the Post-Professional Certificate in Special Education,
General Curriculum for Licensed General Educators or EDSP 651 or department chair
approval.
V. Course Description:
This course provides the knowledge to select and ethically administer, score, interpret
and report results from formal and informal assessment tools used with students with
disabilities. This course will also review the legal and cultural contexts of assessment
in special education.
The emphasis is on identifying areas of educational need in students with disabilities.
Diagnostic and informal information is used to formulate a written and oral report
and recommendations for teachers and/or parents. This includes assessment and management
of instruction and behavior that includes an understanding and application of the
foundation of assessment and evaluation related to best special education practice;
of service delivery, and curriculum and instruction of students with disabilities.
VI. Detailed Description of Content of the Course:
To provide special educators, reading specialists, general educators, and school psychologists
with skills necessary for administering educational tests and assessments, interpreting
test data and for making appropriate educational recommendations for students with
disabilities. This course addresses
- Statistical terminology and concepts
- Ethical considerations in testing students
- Review of the legal regulations
- Review of Special Education regulations
- Overview of intellectual and achievement estimates including reading and language
- The interpretation and use of test results (formal and informal assessment) for program
planning and IEP development
- Understanding the cultural, behavioral and learning diversity in the administration
and interpretation of tests, along with understanding how certain instruments may
contain a cultural bias.
VI. Detailed Description of Conduct of Course:
This course is conducted with an emphasis on practice administration with school-aged
students and scoring of standardized instruments and a criterion referenced test,
written diagnostic reports, simulated parent conferences and cooperative learning
problem solving activities. It also includes videos, lectures, journal articles and
text reading and interpretation and discussion.
VII. Goals and Objectives of the Course:
Goals, objectives, and assignments address the Virginia Department of Education regulations
for preparing educators and the Council for Exceptional Children (CEC) Initial Preparation
Standards and Specialty Set Knowledge and Skill Items. Specialty sets included in
this course cover competencies for the Individualized General Curriculum, Individualized
Independence Curriculum, and Deaf and Hard of Hearing. Also included are the Standards
for Reading Professionals as articulated by the International Reading Association
(IRA).
In order to identify and interpret educational recommendations for students with unique
learning and/or behavioral needs, students enrolled in this course will be able to:
- Identify and describe procedures involved in an educational evaluation, including
screening, pre-referral, referral, and classification, along with the basic terminology
used in assessment and the specialized terminology used in the assessment of individuals
with disabilities and individuals who are deaf or hard of hearing
- Identify the definitions and issues related to the identification of individuals with
disabilities, including the procedures for early identification of young children
who may be at risk for disabilities including language deficiencies and delays.
- Discuss issues, laws, policies, assurances, and due process rights related to assessment,
eligibility, and placement within a continuum of services, ethical considerations,
and influences of diversity related to assessment, eligibility, and placement of individuals
with disabilities.
- Demonstrate a general understanding of measurement theory, practice, and its limitations.
- Identify the influence cultural and learning diversity and behavior have on various
diagnostic instruments in the assessment process for identifying students with disabilities.
- Administer, score, and interpret nonbiased norm-referenced (formal assessments), criterion-referenced
and curriculum-based measures (informal assessments) and use exceptionality-specific
assessment instruments with individuals with disabilities.
- Identify, develop, and administer appropriate specialized assessments that allow for
all forms of expressions and select appropriate accommodations and modifications appropriate
for individuals who lack typical communication and performance abilities.
- Collaborate with colleagues to administer, interpret, and use data for decision making
about student assessment, instruction, intervention, and evaluation for individual
and groups of students.
- Demonstrate the ability to integrate informal and formal evaluations including the
essential areas of reading, in a written report with educationally relevant recommendations
addressing the strengths and needs of students, and/or suggest appropriate modifications
in learning environments.
- Report and explain assessment results to all stakeholders (students, administrators,
teachers and other educators and parents/guardians) using effective communication
skills.
- Evaluate instruction and monitor progress of student learning including formative
and summative assessments to inform progress monitoring and data-based instruction.
VIII. Assessment Measures:
Assessment measures may include, but are not limited to:
- Writing activities and group problem solving
- Individual performance assessment with student
- Written exams
- Written diagnostic reports
Other Course Information: None
Review and Approval
9/2001 Course number changed
9/2008 Reviewed Dr. Debora Bays/Dr. Kenna M. Colley
March 2019 Revised Karen Stinson/Debora Bays Wilbon