Assessing Learners with Special Needs: An Applied Approach

ISBN: 0131599577

Author: Overton, Terry

Condition: New

This most recent revision of Assessing Learners with Special Needs: An Applied Approach includes thorough explanations of the IDEA 2004 Regulations including RTI (response to intervention) and Early Intervening Services. Moreover, this text includes more applied exercises within the textbook. To address the increasing importance of accurate assessment of students with pervasive developmental disorders such as autism, the most widely researched diagnostic instruments are included.Students using this textbook will be able to understand progress monitoring through applied exercises in which they monitor their own progress in the course, plot a goal line, and chart their progress across the semester. Students and instructors are provided with chapter-by-chapter CEC Knowledge and Skills Standards. This allows students to see the skills they are expected to master when they complete coursework that is aligned for CEC Accreditation and provides the students with an understanding of the knowledge base expected of todays highly qualified teachers.All complex concepts are included in the culminating chapter exercises on educational assessment report writing. In these exercises, students will apply their knowledge and skills needed for understanding and making data-based decisions for educational planning using both formal and informal assessment methods.Highlights of the New Edition: Emphasis on progress monitoring, including progress monitoring applied to the acquisition of knowledge and skills presented in this text. Changes within the assessment process according to the regulations of IDEA 2004. Increased number of case studies throughout the text and inclusion of exercises in the text. Expanded chapter on special considerations including assessment of Autism Spectrum Disorders. Increased emphasis and coverage of curriculum-based assessment. Increased consideration of students from culturally and linguistically diverse backgrounds in the assessment process.