The only task you have for Module 6 is to share your final reflections regarding the comprehensive evaluation report project and assessment practices in general. Please address the two areas described below (neither need to be lengthy) in your reflection.
Here’s what you’ll need to cover:
- Considering your anticipated degree and current/future career goals, how would you use the information from Module 5’s evaluation report moving forward? You don’t need to address all (some won’t apply depending on your degree emphasis), but here are a few questions to think about:
I am currently working and anticipate to become a special education teacher. My future goals is to be an effective special education teacher. So I believe that being familiar with the assessment part in the area of special education will be able to provide me with more data and information to be able to help my students. What I mean by helping my students is by creating interventions and knowing their milestones, knowing their strengths , or and knowing their weaknesses.
- If the student you chose for the evaluation report would proceed to be on your caseload, how would the information you gathered guide a potential IEP?
The information I gather for a potential iep will first of all let us know if the student will even qualify for special education services. these assessments may possibly be the intelligent test, the standardized tests of achievement, the curriculum based assessments in many others when needed. For instance if I had a student with Down syndrome I may want to look at tests in the sped category of intellectual disability such as the IQ test. That will give me data to be able to know how to work with that individual.
- What goals might you be helping create based on the data from the evaluation?
If I if a student is struggling with reading comprehension. I will create a goal like:
Within duration of the IEP year, when given a 9th grade reading passage of no more than three pages Johnny will answer 4 reading comprehension questions (e.g. multiple choice) with 75% accuracy in two out of three trials.
If the student shows they may need help in the area of reading comprehension. The student my have a reading impairment such as Dyslexia.
Yes so for those instances with students who have reading impairments mostly fall under the category specific learning disabilities. These students can have trouble with literal comprehension, phonics recognition, inferential comprehension. These reading impairments can be a cause of many health impairments, psychological impairments, or health impairments. So what I will focus more on is working with the students with their deficits and make interventions 2 guide them through their obstacles of their impairments for example a student who has low final logical awareness. For that student with law font logical awareness it will focus on helping them 2 be more familiar with decoding words for example help them with um phonics like reading fluency, I can use instructional strategies like direct instruction to give them one-on-one help or offer group reading such as coral reading which benefits not only the student that is struggling with phonological awareness but also general Ed students as well and it helps students build more confidence.
- What services and supports might you implement to assist the student in meeting those goals?
One of the main supports is that I wanna create an environmental classroom that will make the student feel at ease. For instance if I have a student on my caseload who has autism spectrum disorder. I will make sure I will have tons of simple language visual imagery all around the room. Because visual imagery helps them understand the world around them and it also gives me opportunities to get them visual prompts when needed either for academic social skills are etc.
Also I feel that the assessments help the multidisciplinary team to figure out what sort of accommodations or modifications this student student may need. For example students who have autism or dyslexia can benefit from interventions of technology such as speech to text. Another good technology assistance they can have could also possibly be a computer that provides individualized instructions for that specific student in their needs. For instance if a student struggles with reading comprehension’s there are many reading computerized systems that provides direct explicit instructions to those students and if they make a mistake it offers them automatic corrections or review 2 help them grasp the misconceptions that they could have had. But most importantly the main part is having direct contact from a special education teacher to their students I believe that this is the most vital method of techniques. Because what I’ve learned is that students with learning disabilities that impacts their education that qualifies them for special education services they need that explicit direct instruction they gain more from that to me than from a computer
- What areas of assessment do you feel particularly strong in? What areas of assessment do you feel the need for additional support in? Any specific questions you’d like answered regarding assessments?
Honestly I feel like I have a concept of assessments however I will be using all the resources you provided in the modules 2 have a more firm foundation with assessments in the area of special dictation. So what I’ve grasped a lot from assessments is that once I know like the basic assessments I will be able to flip through each main category of the special education eligibility like specific learning disability, intellectual disability, other health impairment and the rest of the spend categories. Having a foundation of the assessments will help me too figure out First off does this student qualify for special education. If so where were the previous interventions or assessments that were used to show that this student needs more assessments. I do know that the IQ assessment is very critical for identifying students with intellectual disabilities. Because learning in school is that the most kids that have intellectual disabilities or mostly children who have Down syndrome. Also um the normative assessment teaches me that this is testing the student against all the other students so the normative assessments are focused on the percentile why the criterion assessments are focused on the student versus the material. However I do need to proves back into the modules and no more of the more specific tests to learn more about.