Assessment
Module 1- Assessment in special education
I use these goals to self-assess my own learning. I use a *** for excellent understanding, ** for satisfactory learning and * for needs further exploration. I hope to come back to those areas throughout the course.
- become familiar with the course ***
- find and use the course web pages and post to the Discussion Board ***
- learn about each other **
- find and evaluate websites **
- learn about a variety of assessment tools used in special education, including formal assessments, informal assessments, learning styles inventories, and interest surveys **
- explore the role of assessment in special education **
- develop formal and informal information-gathering strategies for educational decision-making related to the behaviour, cognitive abilities, and academic work of students with special education needs***
- interpret data from educational and clinical diagnoses for the purpose of program planning **
Culturally Responsive Teaching
Understanding Learning Profiles
As explored in Special Education Part 1, creating a student profile is the first step in effective programming for students with exceptionalities.
Consider the factors listed in the table above, then reflect on the resources you could access to determine a student’s learning profile. Be sure to include documentation from parents and guardians.
Record in your Journal the various resources available to you when creating a student profile. This information may be included as part of the final course task.
Include your notes in your Portfolio.
As explored in Special Education Part 1, creating a student profile is the first step in effective programming for students with exceptionalities.
Consider the factors listed in the table above, then reflect on the resources you could access to determine a student’s learning profile. Be sure to include documentation from parents and guardians.
Record in your Journal the various resources available to you when creating a student profile. This information may be included as part of the final course task.
Include your notes in your Portfolio.
CAN your Iq change?
http://www.livescience.com/36143-iq-change-time.html
For me, IQ scores show only one type of intelligence, the other abilities are ignored, such as verbal skills, kinesthetic abilities and a range of aptitudes. Further, I agree with Stephen Ceci in his belief that Iq can change. I think that IQ scores may not always correctly demonstrate a students abilities. There are many factors that need to be considered: learning, home environment, stressors, shyness, etc.
When discussing IQ and assessment with parents I think it is important to emphasize the strengths of the student and give concrete ways to fine-tune the areas of weakness by setting small goals which play upon the individual’s strengths. I also think it is important to tell that IQ results, although accurate, are infallible and that the students needs are more important than the results.
For me, IQ scores show only one type of intelligence, the other abilities are ignored, such as verbal skills, kinesthetic abilities and a range of aptitudes. Further, I agree with Stephen Ceci in his belief that Iq can change. I think that IQ scores may not always correctly demonstrate a students abilities. There are many factors that need to be considered: learning, home environment, stressors, shyness, etc.
When discussing IQ and assessment with parents I think it is important to emphasize the strengths of the student and give concrete ways to fine-tune the areas of weakness by setting small goals which play upon the individual’s strengths. I also think it is important to tell that IQ results, although accurate, are infallible and that the students needs are more important than the results.
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