For courses in Assessment in Special Education (Special Education).
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Comprehensive, accessible, balanced coverage of both formal and informal assessment for learners with disabilities.
Grounded in the idea that assessment is at the center of all good teaching, this comprehensive text is noted for its accessibility and its thorough exploration of the link between gathering information and actually using it to make informed decisions. In it, readers get a solid understanding of the complete assessment process, from choosing the best tool, to adapting instruction, to improving outcomes. Included is coverage of both popular and lesser-known tools, giving readers promising procedures for assessing students with special needs. The new edition includes introductory learning objectives, summary learning objectives, breakpoint practices, multimodal methodology, and updating throughout including assessments, research articles, examples, figures, and legal information. The Enhanced Pearson eText version includes embedded videos, self-check assessments, and interactive exercises.
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Table of Contents:
PART I: INTRODUCATION TO SPECIAL EDUCATION ASSESSMENT
Chapter 1. Special Education Assessment
Chapter 2. The Assessment Process
Chapter 3. Embracing Parents and Families in the Assessment Process
PART II: SKILLS FOR SPECIAL EDUCATORS
Chapter 4. Selection of Assessment Tools
Chapter 5. Standardized Tests
Chapter 6. Classroom Assessment
PART III ASSESSMENT FOR SPECIAL EDUCATON ELIGIBILITY
Chapter 7. Intellectual Performance
Chapter 8. Adaptive Behavior in Cultural Context
Chapter 9. Learning Disabilities
Chapter 10. Classroom Behavior
PART IV: ASSESSMENT OF ACADEMIC SKILLS
Chapter 11. Academic Achievement
Chapter 12. Assessment of English Language Learners
Chapter 13. Reading
Chapter 14. Mathematics
Chapter 15. Writing and Oral Language
CHAPTER V: IMPORTANT CONSIDERATIONS
Chapter 16. Early Childhood Assessment
Chapter 17. Assessment for Transition Education and Planning
About the Author :
James A. McLoughlin, Cleveland State University
Rena B. Lewis, San Diego State University, retired
Effie Papoutsis Kritikos is a full professor in the Department of Special Education, where she has taught for over 15 years. She has experience at the birth-21 school, clinical and hospital settings in the areas of special education and speech-language pathology. Dr. Kritikos has written two previous assessment books (with Pearson) and a number of articles. She has reviewed and presented numerous papers for a variety of organizations.
