Assessment in Special Education – 1st Edition
ST
INSTRUCTOR’S
UV
RESOURCE
MANUAL & TEST
IA
_A
BANK
PP
Raymond H. Witte
Michael F. Woodin
RO
Jane E. Bogan
VE
Comprehensive Instructor’s Resource Manual and Test
D?
Bank for Instructors and Students
??
© Raymond H. Witte, Michael F. Woodin & Jane E. Bogan
All rights reserved. Reproduction or distribution without permission is prohibited.
©STUDYSTREAM
, Table of Contents
Chapter 1 1
ST
Chapter 2 5
Chapter 3 9
UV
Chapter 4 13
Chapter 5 17
Chapter 6 21
IA
Chapter 7 25
Chapter 8 29
_A
Chapter 9 33
Chapter 10 37
PP
Chapter 11 40
Chapter 12 43
Chapter 13 46
RO
Chapter 14 50
Chapter 15 54
Answer Key 57
VE
D?
??
iii
, Chapter 1:
Special Education History and Legislation:
Impact on Current Classroom Assessment Practices
ST
A historical review of the events and periods of philosophical thought from the early twentieth century
through present day that have impacted assessment is provided in this chapter. The litigation that directs
current assessment practices such as the use of non-biased assessments, and administration and
interpretation of various assessment measures in a timely manner are examined. An evolution of the
UV
federal legislation that mandates classification categories, specific guidelines and timelines for assessment
is described with an emphasis on the legal requirements involving parental consent and participation,
roles of a multidisciplinary team, and due process. A comparison of federal legislation from preschool to
adulthood is provided along with important information regarding the impact of federal civil legislation
(Rehabilitation Act of 1973).
IA
Potential Chapter 1 Activities:
1. Have your class watch the movie The Wild Child (1970). Discuss Itard’s treatment of Victor and
how it impacts special education today.
_A
2. Invite a special education lawyer to speak to your class about past and current court cases that
impact special education services. As part of this activity each student group (no more than two
or three students per group) could research a particular current court case and present on its
potential impact on current special education regulations and practices in the classroom.
PP
3. In-class groups (four to five students each) create a brochure for parents and/or school districts
that detail the commonalities and differences between IDEIA, Section 504, and ADA relative to
people with disabilities at different ages and in different settings.
Test Item Key for Chapters:
RO
Revised Bloom Taxonomy (Anderson & Krathwohl, 2001)
Knowledge Dimensions:
FK=Factual Knowledge CK=Conceptual Knowledge
PK=Procedural Knowledge MK=Meta-cognitive Knowledge
Cognitive Dimensions:
R=Remember U=Understand Ap=Apply
VE
An=Analysis E=Evaluate C=Create
D?
??
1
, Chapter 1:
(FK/E) 1. The original Binet-Simon scale was developed to help assess the needs of students after the
French government mandated education for all children. The scale’s developers used everyday tasks that
ST
related to the developmental levels of students’ ages. Binet-Simon developed the original scale to reflect
the following positions except:
a. scores were used to identify children who needed additional assistance
b. scores were not intended to be used to identify children as incapable
UV
c. scores were not used to support any theory or intellect or define an innate/permanent ability
d. scores were used to determine an intelligence quotient
(FK/U) 2. How did Terman revise the Binet-Simon scale for the English population?
(FK/R) 3. After World War I schools began to use _______________ tests, which covered more material,
allowed peer comparisons and were less subjective to identify students who may have an educational
IA
problem.
a. intelligence Quotient
b. standardized achievement
c. essay writing
_A
d. behavioral
(FK/U) 4. How did David Wechsler’s test differ from previous intelligence assessments?
a. It measured both verbal and nonverbal ability
b. It measured student achievement
PP
c. It measured the potential of a student
d. It measured innate or permanent ability
(CK/U) 5. A child you are working with is struggling in school; they cannot seem to grasp the material
you are teaching. The child’s intelligence is of average ability; it is decided that this child has a learning
disability. Of the following responses, what is the best way you could explain the cause of a learning
RO
disability to a parent?
a. It is caused by a personality disorder
b. It is caused by limitations in linguistic, auditory, and/or visual dysfunction
c. It is caused by low motivation
d. It is caused by deafness, blindness or other processing impairments
VE
(PK/An) 6. A native Spanish-speaking student you have been working with was recently labeled as
learning disabled. The assessor made sure to obtain parental consent before testing, provide testing in all
the suspected areas of a disability and to include parents in planning meetings for the student. What
aspect of the Education for all Handicapped Children did the assessor not do, thereby risking the child’s
right to a Free and Appropriate Education in the Least Restrictive Environment?
D?
a. The student was not observed in the classroom
b. The student was not provided with reasons for why they were being tested
c. The parents were not asked to sit in on the testing situation to observe
d. The assessment(s) was not conducted in the student’s native language
(PK/E) 7. A student who has severe asthma needs to take medication every day during school, he must
??
also carry his inhaler with him in case of an attack, and deodorizer fumes can set off an attack, so they
must not be used around the student. What type of plan should be in place to ensure that the school staff
knows about the disease, the potential needs of the student, equipment that may be needed and procedures
that are in place to help the student access the curriculum?
2
ST
INSTRUCTOR’S
UV
RESOURCE
MANUAL & TEST
IA
_A
BANK
PP
Raymond H. Witte
Michael F. Woodin
RO
Jane E. Bogan
VE
Comprehensive Instructor’s Resource Manual and Test
D?
Bank for Instructors and Students
??
© Raymond H. Witte, Michael F. Woodin & Jane E. Bogan
All rights reserved. Reproduction or distribution without permission is prohibited.
©STUDYSTREAM
, Table of Contents
Chapter 1 1
ST
Chapter 2 5
Chapter 3 9
UV
Chapter 4 13
Chapter 5 17
Chapter 6 21
IA
Chapter 7 25
Chapter 8 29
_A
Chapter 9 33
Chapter 10 37
PP
Chapter 11 40
Chapter 12 43
Chapter 13 46
RO
Chapter 14 50
Chapter 15 54
Answer Key 57
VE
D?
??
iii
, Chapter 1:
Special Education History and Legislation:
Impact on Current Classroom Assessment Practices
ST
A historical review of the events and periods of philosophical thought from the early twentieth century
through present day that have impacted assessment is provided in this chapter. The litigation that directs
current assessment practices such as the use of non-biased assessments, and administration and
interpretation of various assessment measures in a timely manner are examined. An evolution of the
UV
federal legislation that mandates classification categories, specific guidelines and timelines for assessment
is described with an emphasis on the legal requirements involving parental consent and participation,
roles of a multidisciplinary team, and due process. A comparison of federal legislation from preschool to
adulthood is provided along with important information regarding the impact of federal civil legislation
(Rehabilitation Act of 1973).
IA
Potential Chapter 1 Activities:
1. Have your class watch the movie The Wild Child (1970). Discuss Itard’s treatment of Victor and
how it impacts special education today.
_A
2. Invite a special education lawyer to speak to your class about past and current court cases that
impact special education services. As part of this activity each student group (no more than two
or three students per group) could research a particular current court case and present on its
potential impact on current special education regulations and practices in the classroom.
PP
3. In-class groups (four to five students each) create a brochure for parents and/or school districts
that detail the commonalities and differences between IDEIA, Section 504, and ADA relative to
people with disabilities at different ages and in different settings.
Test Item Key for Chapters:
RO
Revised Bloom Taxonomy (Anderson & Krathwohl, 2001)
Knowledge Dimensions:
FK=Factual Knowledge CK=Conceptual Knowledge
PK=Procedural Knowledge MK=Meta-cognitive Knowledge
Cognitive Dimensions:
R=Remember U=Understand Ap=Apply
VE
An=Analysis E=Evaluate C=Create
D?
??
1
, Chapter 1:
(FK/E) 1. The original Binet-Simon scale was developed to help assess the needs of students after the
French government mandated education for all children. The scale’s developers used everyday tasks that
ST
related to the developmental levels of students’ ages. Binet-Simon developed the original scale to reflect
the following positions except:
a. scores were used to identify children who needed additional assistance
b. scores were not intended to be used to identify children as incapable
UV
c. scores were not used to support any theory or intellect or define an innate/permanent ability
d. scores were used to determine an intelligence quotient
(FK/U) 2. How did Terman revise the Binet-Simon scale for the English population?
(FK/R) 3. After World War I schools began to use _______________ tests, which covered more material,
allowed peer comparisons and were less subjective to identify students who may have an educational
IA
problem.
a. intelligence Quotient
b. standardized achievement
c. essay writing
_A
d. behavioral
(FK/U) 4. How did David Wechsler’s test differ from previous intelligence assessments?
a. It measured both verbal and nonverbal ability
b. It measured student achievement
PP
c. It measured the potential of a student
d. It measured innate or permanent ability
(CK/U) 5. A child you are working with is struggling in school; they cannot seem to grasp the material
you are teaching. The child’s intelligence is of average ability; it is decided that this child has a learning
disability. Of the following responses, what is the best way you could explain the cause of a learning
RO
disability to a parent?
a. It is caused by a personality disorder
b. It is caused by limitations in linguistic, auditory, and/or visual dysfunction
c. It is caused by low motivation
d. It is caused by deafness, blindness or other processing impairments
VE
(PK/An) 6. A native Spanish-speaking student you have been working with was recently labeled as
learning disabled. The assessor made sure to obtain parental consent before testing, provide testing in all
the suspected areas of a disability and to include parents in planning meetings for the student. What
aspect of the Education for all Handicapped Children did the assessor not do, thereby risking the child’s
right to a Free and Appropriate Education in the Least Restrictive Environment?
D?
a. The student was not observed in the classroom
b. The student was not provided with reasons for why they were being tested
c. The parents were not asked to sit in on the testing situation to observe
d. The assessment(s) was not conducted in the student’s native language
(PK/E) 7. A student who has severe asthma needs to take medication every day during school, he must
??
also carry his inhaler with him in case of an attack, and deodorizer fumes can set off an attack, so they
must not be used around the student. What type of plan should be in place to ensure that the school staff
knows about the disease, the potential needs of the student, equipment that may be needed and procedures
that are in place to help the student access the curriculum?
2
