THIS COURSE IS WEB-ENHANCED
Instructor:
Dr. Effie Papoutsis KritikosOffice:
CLS 4041
Office
Hours: 12:45-3:45p M, 12:45-3:45p W.Phone:
x5585
Also
Required: A calculator.
Conceptual
framework of the College of Education:
Reflective professionals building learning communities.
Philosophy
of the Course:
The special education program aims to develop knowledgeable, reflective
and responsive professionals who build learning communities by facilitating
cognitive, cultural, affective and social growth.This
course is designed to help the student learn to think reflectively when
planning, performing and evaluating assessments for learners with special
needs in the school community.
Course
Purpose:
This course is intended to provide teachers, administrators and other professional
educational support personnel with an in-depth understanding of the principles
of test construction, basic statistical concepts, commonly used standardized
tests and other procedures for evaluating students with special needs.
Interpretation oftest data is an
important part of this course.
Knowledge
Base:
The field of assessment in special education has been evolving over a number
of years.The knowledge base, which
represents this development and is the basis of this course, is reflected
in the text.Additionally the Council
for Exceptional Children has developed specific objectives regarding the
knowledge base of this course and they are listed below:
1.Philosophical,
Historical and Legal Foundations in Special Education
(K3)
Issues in definition and identification procedures for individuals with
exceptional learning needs including individuals from culturally and/or
linguistically diverse backgrounds.
(K4)
Assurance and due process rights related to assessment, eligibility and
placement.
(K5)
Rights and responsibilities of parents, students, teachers and other professionals,
and schools as they relate to individual learning needs.
3.Assessment,
Diagnosis and Evaluation
(K1)
Basic terminology used in assessment.
(K2)
Ethical concerns related to assessment.
(K3)
Legal provisions, regulations, and guidelines regarding assessment of individuals.
(K4)
Typical procedures used for screening, pre referral, referral and classification.
(K5)
Appropriate application and interpretation of scores, including grade score
versus standard score, percentile ranks, age/grade equivalents, and stanines.
(K6)
Appropriate use and limitations of each type of assessment instrument.
(K7)
Incorporation of strategies that consider the influence of diversity on
assessment, eligibility, programming and placement of individuals with
exceptional learning.
(K8)
The relationship between assessment and placement decisions.
(K9)
Methods for monitoringprogress of
individuals with exceptional learningneeds.
6.Managing
Student Behavior and Social Interaction Skills
(K3)
Teacher attitudes and behaviors that positively or negatively influence
behavior of individuals with exceptional learning needs.
8.Professionalism
and Ethical Practices
(K2)
Importance of the teacher serving as a model for individuals with exceptional
learning needs.
Student
Outcomes:
Students will master the knowledge base of this course listed above.Further,
this course will foster the development of the following skills:
Common
Core
1.Philosophical,
Historical and Legal Foundations of Special Education
(S2)
Conduct instructional and other professional activities consistent with
the requirements of law, rules and regulations, and local district policies
and procedures.
2.Assessment,
Diagnosis and Evaluation
(S1)Collaborate
with families and other professionals involved in the assessment of individuals
with exceptional learning needs.
(S2)
Create and maintain records.
(S3)
Gather background information regarding academic, medical and family history.
(S4)
Use various types of assessment procedures appropriately.
(S5)
Interpret information from formal and informal assessment instruments and
procedures.
(S6)Report
assessment results to individuals with exceptional learning needs, parents,
administrators, and other professionals using appropriate communication
skills.
(S7)Use
performance data and information from teachers, other professionals, individuals
with exceptionalities and parents to make or suggest appropriate modification
in learning environments.
(S8)Develop
individual assessment strategies for instruction.
(S9)Use
assessment information in making instructional decisions and planning individual
programs that result in appropriate placement and intervention for all
individuals with exceptional learning needs.
3.Instructional
Content and Practice
(S1)Interpret
and use assessment data for instruction.
(S6)Involve
the individual and family in setting instructional goals and charting progress.
(S15)Establish
and maintain rapport with learners
LD
3:Learning Disabilities:Assessment,
Diagnosis and Evaluation.
(S1)Choose
and administer assessment instruments appropriately for individuals with
learning disabilities.
Learning
Experiences and Instructional Strategies:The
instructional process to be used in this course includes approximately
50% lecture, 20% whole group discussion, 20% small group discussion, and
10% student presentations.
Lecture,
demonstrations and discussion in class will contribute to the development
of skills listed above.Students
will administer several tests, which will provide an authentic opportunity
to experience the use of standardized tests.Students
will also review manuals to practice skills related to determining the
technical adequacy of standardized tests.
Assessment
Strategies:
1.Two
multiple choice and short essay exams on topics previously covered in class.
2.A
final take-home exam. Preparation of a 5-to-7 page paper on the analysis/
discussion of results of a case study.
3.A
student portfolio of SPED 409 (including student presentation of his/her
portfolio).
4.An
interactive journal (weekly entries).
5.Attendance
and participation in class activities.
Tentative
Course Outline and Reading Assignments:
Note:
Weekly readings are assigned and are expected to be completed before the
class session.Attendance is important
since information from sources other than the text will be provided.Furthermore,
class assignments will constitute 10% of the final grade.Absolutely
no make up opportunities will be provided for missed class assignments.More
than three absences will result in the lowering of the final grade by one
grade.Further absences will result
in a further lowering of the final grade.
Portfolio
Assessment
Overview
of Assessment/Assessment Process (Chapter 1)
The Legalities of Assessment/Multicultural
Issues (Chapters 1 & 2)
Reliability & Validity (Chapter 3)
Observation, Interview,
and Conferencing Skills (Chapter 5)
Behavior Assessment
(Chapter 15)
Review
Examination 1
Norms and Test Scores
(Chapter 4)
Assessment of Sensory
& Motor Skills (Chapter 16)
Assessment of Receptive
and Expressive Language (Chapter 10)
Assessment of Reading and Written Language (Chapters 8 & 9)
Performance-Based Assessment (Chapter 7)
Review
Examination 2
Achievement: Overall Performance (Chapter 6)
Assessment of Cognitive Abilities (Chapter 13)
Assessment of Adaptive Behavior (Chapter 14)
Assessment for Transition
(Chapter 17)
Interpreting Test Results
(Chapter 18)
Interactive Journal Due
Portfolio Due
ABSOLUTELY
NO MAKE-UP EXAMS!!!
Grading:
Examination
#1: 25%
Examination
#2: 25%
Final
Examination: 25%
Interactive
Journal: 05%
Class
Activities: 10%
Portfolio:
10%
A=
90-100
B=
80-89
C=
70-79
D=
60-69
F=
below 60
Suggested
Readings:
Kaplan,
R.M., & Saccuzzo, D.P. (1993). Psychological Testing: Principles,
applications, and issues (3rd ed.). CA: Brooks/Cole.
Overton,
T. (1999). Assessment in Special Education. (3rd edition). New
York: MacMillan.