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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.

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. 
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      • Inclusion
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    • review and consider the main areas of exceptionality and their sub categories
    • Module 2-Communication Exceptionality >
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      • M.I.D
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      • Example IEPS and transitional Plans
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    • Introduction to Special Education Part 2 Portfolio
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        • Assessment >
          • Formal Assessment- Criteria Referenced
          • Informal Assessment
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      • IPRC Process
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      • Module 3 literacy products
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      • Module 4 numeracy products
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    • Module 6- Program Planning >
      • Module 6- Program Planning - differentiated Instruction >
        • Transition Plans
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      • Module 6- Program Planning Resources >
        • FASD
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    • Module 7-culminating tasks
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  • PME 800
    • Inquiry project outline
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  • Special Education Specialist
    • MODULE 1: INCLUSION TRENDS
    • MODULE 2: COLLABORATIVE INQUIRY
    • Module 2: Teamwork- working with an educational assistant
    • MODULE 3: BEHAVIOUR EXCEPTIONALITIES >
      • BEHAVIOUR RESOURCES
  • Home
  • All About Me
    • Curriculum Vitae
    • Contact Me
  • First Nations Focus
    • First Nations Literature for Kids
    • Useful links for First Nations Teaching
  • Special Education Part 1
    • Module 1- Foundations of Special Education in Ontario >
      • Inclusion
      • Models, theories and Approaches
      • Interesting Websites
      • Module 1-discussion posts
    • review and consider the main areas of exceptionality and their sub categories
    • Module 2-Communication Exceptionality >
      • Communication Exceptionalities
      • Language Impairment
      • Hearing Impaired
      • ADD/ ADHD
      • Autism
      • Module 2 discussion posts
    • Module 3-Behaviour Exceptionality >
      • Behaviour Exceptionalities
      • Mental Health
      • Module 3 discussion posts
    • Module 4-Intellectual Exceptionalities >
      • M.I.D
      • EQAQ and exceptional needs
      • Giftedness
      • Module 4 discussion posts
    • Module 5-Physical and Multiple Exceptionalities >
      • Module 5 discussion posts
    • Module 6-Processes, Programs and Services >
      • Module 6 discussion posts
    • Module 7-Program Planning >
      • Example IEPS and transitional Plans
      • Module 7 discussion posts
  • Special Education Part 2
    • Introduction to Special Education Part 2 Portfolio
    • Module 1 assessment >
      • Module 1 assesment products
      • module 1 assesment resources >
        • Assessment >
          • Formal Assessment- Criteria Referenced
          • Informal Assessment
    • Module 2 procedures >
      • Module 2 procedures products
      • Referral Process
      • IPRC Process
      • SMART GOALS
      • IEP
      • Module 2 procedures resources
    • Module 3 literacy >
      • Module 3 literacy products
      • module 3 literacy resources
    • Module 4- Numeracy >
      • Module 4 numeracy products
      • Module 4 numeracy resources
    • Module 5 Learning Skills >
      • Module 5 Learning Skills products
      • Module 5 Learning Skills resources
    • Module 6- Program Planning >
      • Module 6- Program Planning - differentiated Instruction >
        • Transition Plans
      • Module 6- Program Planning Products
      • Module 6- Program Planning Resources >
        • FASD
        • Meta cognitive and KWL
    • Module 7-culminating tasks
    • Portfolio Reflections
    • Seminars
  • PME 800
    • Inquiry project outline
    • Progress Monitoring
    • Inquiry Project
    • SRL Resources
  • Special Education Specialist
    • MODULE 1: INCLUSION TRENDS
    • MODULE 2: COLLABORATIVE INQUIRY
    • Module 2: Teamwork- working with an educational assistant
    • MODULE 3: BEHAVIOUR EXCEPTIONALITIES >
      • BEHAVIOUR RESOURCES