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EDSP 669

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:

  1. 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
  2. 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.
  3. 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.
  4. Demonstrate a general understanding of measurement theory, practice, and its limitations.
  5. Identify the influence cultural and learning diversity and behavior have on various diagnostic instruments in the assessment process for identifying students with disabilities.
  6. 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.
  7. 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.
  8. 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.
  9. 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.
  10. Report and explain assessment results to all stakeholders (students, administrators, teachers and other educators and parents/guardians) using effective communication skills.
  11. 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