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Author:   Tara S. Guerriero ,  Mary A Houser ,  Vicki A. McGinley
Publisher:   SAGE Publications Inc
Imprint:   SAGE Publications Inc
Weight:   0.750kg
ISBN:  

9781544344232

ISBN 10:   1544344236
Pages:   504
Publication Date:   04 November 2020
Audience:   College/higher education ,  Tertiary & Higher Education
Format:   Paperback
Publisher's Status:   Active
Availability:   To order  
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Table of Contents

Preface Acknowledgments About the Authors Part I: An Overview of Assessment in Special Education Chapter 1: Introduction to Special Education History, Legislation, and Consideration for Eligibility Introduction to the Chapter Introduction to Legislation as it relates to Assessment in Special Education Eligibility Criteria for Special Education Services Under IDEA Special Education Services (IEP and IFSP) and Alternative Plans (Section 504 Service Agreement) Looking Ahead Chapter Summary Apply What You Have Learned Chapter 2: Introduction to Assessment and Ethical Considerations Introduction to the Chapter Purposes of Assessment Multi-Tiered System of Support (MTSS) Response to Intervention (RTI) Progress Monitoring and Benchmarks Considerations for Students With Emotional, Behavioral, and Social Differences During the Assessment Process Considerations for Students From Culturally and Linguistically Diverse (CLD) Backgrounds Ethical Considerations Surrounding Assessment The Importance of Communication Between Home and School During the Assessment Process Chapter Summary Apply What You Have Learned Chapter 3: Assessment Types Introduction to the Chapter Formal and Informal Assessments Norm-Referenced Assessments Criterion-Referenced Assessments Curriculum-Based Assessments Performance-Based and Portfolio Assessments Error Analysis Interview Direct Observation Checklists and Behavior Rating Scales Chapter Summary Apply What You Have Learned Chapter 4: Assessment for Diagnosis and Eligibility: Development and Health Introduction to the Chapter Intelligence Language Social and Emotional Characteristics Health and Medical Status Chapter Summary Apply What You Have Learned Chapter 5: Assessment for Diagnosis and Eligibility: Academic Achievement and Behavior Introduction to the Chapter and Connection to Chapter 4 Areas of Academic Achievement Behavior Chapter Summary Apply What You Have Learned Part II: Assessment and Diagnosis of Disabilities Chapter 6: Learning Disabilities Introduction to the Chapter IDEA Definition of Specific Learning Disability Diagnostic Criteria How the Diagnosis Is Made Who Makes the Diagnosis Other Characteristics Case Studies and Extension to Instruction Chapter Summary Apply What You Have Learned Chapter 7: Intellectual Disabilities Introduction to the Chapter IDEA Definition of Intellectual Disability Diagnostic Criteria How the Diagnosis Is Made/Who Makes the Diagnosis Other Areas to Be Assessed Benefits Available to Those With IDs Extension to Instruction Chapter Summary Apply What You Have Learned Chapter 8: Autism Spectrum Disorder (ASD) Introduction to the Chapter IDEA Definition of Autism Diagnostic Criteria and Related Characteristics How the Diagnosis Is Made/Who Makes the Diagnosis Other Areas to Be Assessed The Impact of an ASD Diagnosis on the Family Extension to Instruction Chapter Summary Apply What You Have Learned Chapter 9: Speech or Language Impairment Introduction to the Chapter IDEA Definition of Speech or Language Impairment Diagnostic Criteria and Related Characteristics How the Diagnosis Is Made/Who Makes the Diagnosis Other Characteristics Assistive Technology Chapter Summary Apply What You Have Learned Chapter 10: Emotional Disturbance Introduction to the Chapter IDEA Definition of Emotional Disturbance Diagnostic Criteria and Related Characteristics How the Diagnosis Is Made/Who Makes the Diagnosis Other Characteristics Extension to Instruction Chapter Summary Appendix A: Positive Behavior Support Plan Part III: Medically Diagnosed Disabilities Chapter 11: Attention-Deficit/Hyperactivity Disorder (ADHD) Introduction to the Chapter Types of ADHD IDEA Definition of Other Health Impairment Diagnostic Criteria How the Diagnosis Is Made Who Makes the Diagnosis Other Characteristics Case Studies, Treatment, and Extension to Instruction Chapter Summary Apply What You Have Learned Chapter 12: Sensory Impairments (Including Visual Impairment, Hearing Impairment, Deafness, and Deaf-Blindness) Introduction to the Chapter Hearing Impairment and Deafness Visual Impairment and Blindness Deaf-Blindness Chapter Summary Apply What You Have Learned Appendix A: Functional Vision Evaluation for a Child With More Severe Disabilities Appendix B: Assistive Technology Solutions for Students With Visual Impairments Chapter 13: Health-Related Disabilities (Including Other Health Impairments, Orthopedic Impairment, Traumatic Brain Injury, and Multiple Disabilities) Introduction to the Chapter Other Health Impairments Orthopedic Impairment Traumatic Brain Injury Multiple Disabilities Section 504 and Health-Related Disabilities Chapter Summary Apply What You Have Learned Part IV: Making Connections between Diagnosis, Eligibility, and Instruction Chapter 14: Making Connections Between Diagnosis, Eligibility, and Instruction Introduction to the Chapter Analysis and Interpretation of Assessment Results Planning for Special Education Programming Ongoing Assessment Chapter Summary Apply What You Have Learned Name Index Subject Index

Reviews

The book provides the reader with an understanding of the assessment within the special education process. The book provides a summary and overview of the assessment process. The information provided is useful and valuable to special education practitioners. -- Neria Sebastien Ed.D. The book provides the reader with an understanding of the assessment within the special education process. The book provides a summary and overview of the assessment process. The information provided is useful and valuable to special education practitioners. -- Neria Sebastien Ed.D. This text provides a broad overview of assessment for the disability categories outlined in IDEA. -- Lynn R. Larsen The Special Educator's Guide to Assessment presents a clear, easy to follow recipe for comprehension of a complicated area in teacher education for special educators. Explanations of concepts are applied in scenarios and with clear language. -- Dr. Mike Kelly It is an excellent example of how a text should be written and organized. -- Kelly S. Brooksher, Ed.D. I would certainly need to see the completed text but based on the Table of Contents I believe the book addresses some important areas that seem to covered somewhat perfunctorily in other texts-disabilities in the context of assessment is one major area of strength as is making connections between diagnosis and instruction. -- John J. DeFrancesco, Ph.D. I would describe it as somewhat of a cross between an introductory survey of exceptionalities book (because of its emphasis on the characteristics of specific disability groups) and a book on assessment for eligibility. -- Doug Carothers This textbook is a comprehensive resource covering multiple practical aspects regarding student assessment and identification. The text explores IDEA disability categories against the backdrop of assessment and student needs. It will help teachers and assessment personnel understand the current federal law(s) regarding special education assessment and identification. -- Donna Brown, Ed.D. The authors have thought through the complexity of assessment. The backgrounds of the authors do suggest that they have brought their vested years of experience and knowledge to this project. OR I do like the focus on a disability determination approach. This organization supports the concept of providing thorough assessments in all areas of a suspected disability and would most likely dispel the idea that an assessment for special education determination is not a cookie-cutter approach. -- Deborah W. Hartman A comprehensive and valuable guide to assessments for each category of disability. -- Bruce Saddler, Ph.D. I'm glad to see a chapter devoted to multiple disabilities. -- Susan M. Bruce, Ph.D., Professor, Department Chair This is a book about assessment that is different in that it has a chapter on each disability that is focused on assessment issues for that disability. OR A chapter on each disability, focused on assessment. I don't think I've ever seen a textbook with that focus. -- Veda Jairrels, JD, PhD I like the idea of various disabilities being addressed and the way the authors have laid that aspect out. -- Stephen Byrd, Associate Professor of Education

Author Information

Dr. Tara S. Guerriero attended Northwestern University where she received a B.S. in Speech, an M.A. in Learning Disabilities, and a Ph.D. in Learning Disabilities, with a concentration in Cognitive Neuroscience.  She is an associate professor in the Department of Special Education at West Chester University of Pennsylvania and currently serves as the Faculty Special Assistant to the Dean for Assessment and Accreditation.  She teaches at the graduate and undergraduate level in the areas of foundations of Special Education, assessment, curriculum and instruction/methodology, family systems, and communication/language development and assistive technology.  Dr. Guerriero was previously a clinician and supervisor in a learning clinic that focused on both the assessment and diagnosis of learning disabilities as well as the remediation of learning disabilities.  Her research interests include assessment of learning disabilities, inclusive practices associated with special education, and both assessment and teaching within the areas of mathematics and reading in the field of learning disabilities. Dr. Mary A. Houser received a BFA in Related Arts from Kutztown University of Pennsylvania, an MAT in Special Education from The College of New Jersey, and an EdD in Educational Leadership from Fayetteville State University. She is currently an associate professor in the Department of Special Education at West Chester University of Pennsylvania. She teaches both undergraduate and graduate courses in foundations of special education, behavior management, autism spectrum disorders (ASDs), language development, and family systems. Dr. Houser has also taught graduate special education courses for Walden University where she served as a graduate special education curriculum developer and assessor. In addition, she has taught graduate special education courses and supervised pre-service teachers for Campbell University (NC). Dr. Houser has worked as a learning disabilities specialist and has taught high school special education in both inclusive and self-contained settings to children with various disabilities. Her research interests include families of students with autism spectrum disorders and improving parent-teacher relationships for students with disabilities. Dr. Vicki A. McGinley, professor, is a faculty member at West Chester University of PA in the Special Education Department. She has taught both undergraduate and graduate courses in foundations, communication and behavioral disorders, action research, family systems, and legal issues. She has served in two states as a due process hearing officer and serves as a university fact finder as well as state mediator. Presently, her service and research focuses on trauma informed education, international special education and working directly with children and teachers in schools. She was recently awarded a research and teaching Fulbright Scholarship to work in Eastern Europe. Her publications reflect her teaching and service work.

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