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Introduction to Assessment and Evaluation in Special Education Chap 1

Terms in this set (36)

The evaluation must use a variety of assessment tools and strategies to gather relevant functional, developmental, and academic information about the child, including information provided by the parent/guardian.

No single measure or assessment can be used as the sole criterion for determining whether a child is a child with a disability and to determine an appropriate educational program for the child.

The assessments used must be technically sound and used for the purposes for which the assessments or measures are valid and reliable.

The assessment must be tailored to assess specific areas of educational need and not only those that are designed to provide a single general intelligence quotient. The evaluation must assess all areas related to the suspected disability including if appropriate, health, vision, hearing, social and emotional status, general intelligence, academic performance, communicative status and motor abilities.

The assessments are selected and administered to best ensure that the assessment accurately reflect the child's aptitude or achievement level rather than measuring the child's disability.

The assessment is selected and administered so as not be racially or culturally biased.

The measures are administered in the child's native language or other mode of communication and in the form most likely to yield accurate information about what the child knows and can do academically, developmentally, and functionally.

Finally, the assessment must be administered by trained and knowledgeable personnel and follow the vendor's instructions.

This evaluation must take place and be completed before a student can receive special education services for the first time, also known as initial placement.