ED 414:Assessment and Diagnosis of Students with Special Needs

GENERAL INFORMATION:

 

Course title:

ED 414 Assessment and Diagnosis of Students with Special Needs

Campus:National & State Campuses

Initiator:   Magdalena Hallers

Date: April 5, 2018

Course description

This course provides the student with procedures for assessing and diagnosing the skill needs of elementary-age children/youth with special needs. The course focuses on selecting and administering appropriate assessment instruments, diagnosing skill strengths and weaknesses based on assessment results, and developing appropriate Individual Education Programs (IEPs) for a variety of exceptionalities. Case studies and hands-on practice with elementary students with special needs are provided. Student professionalism is measured.

 

COURSE HOURS/CREDITS:

 

Hours per Week

No. of Weeks

 

Total Hours

 

Semester Credits

Lecture

3

x

16

x

48/16

=

3

Laboratory

x

x

=

Lecture/Lab

x

x

=

Total Semester

Credits

3












PURPOSE OF COURSE:        

                                            [X] Degree requirement

                                            [   ] Degree elective

                                            [   ] Certificate

                                            [   ] Other

 

PREREQUISITES:

 

PSLOS OF OTHER PROGRAMS THIS COURSE MEETS:

  

PSLO#

                             Program

None

 

 

 

 

1.) INSTITUTIONAL STUDENT LEARNING OUTCOMES (Check all that apply)

 

[X]

1. Effective oral communication: capacity to deliver prepared, purposeful presentations designed to increase knowledge, to foster understanding, or to promote change in the listeners' attitudes, values, beliefs, or behaviors.

[X]

2. Effective written communication: development and expression of ideas in writing through work in many genres and styles, utilizing different writing technologies, and mixing texts, data, and images through iterative experiences across the curriculum.

[X]

3. Critical thinking: a habit of mind characterized by the comprehensive exploration of issues, ideas, artifacts, and events before accepting or formulating an opinion or conclusion.

[ ]

4. Problem solving: capacity to design, evaluate, and implement a strategy to answer an open-ended question or achieve a desired goal.

[ ]

5. Intercultural knowledge and competence: a set of cognitive, affective, and behavioral skills and characteristics that support effective and appropriate interaction in a variety of cultural contexts.

[X]

6. Information literacy: the ability to know when there is a need for information, to be able to identify, locate, evaluate, and effectively and responsibly use and share that information for the problem at hand.

[X]

7. Foundations and skills for life-long learning : purposeful learning activity, undertaken on an ongoing basis with the aim of improving knowledge, skills, and competence.

[X]

8. Quantitative Reasoning: ability to reason and solve quantitative problems from a wide array of authentic contexts and everyday life situations; comprehends and can create sophisticated arguments supported by quantitative evidence and can clearly communicate those arguments in a variety of formats.

 

2)  PROGRAM STUDENT LEARNING OUTCOMES (PSLOs): The student will be able

     to:

 

  1. 1. Task analyze FSM and State curriculum standards and benchmarks and develop lesson plans . Demonstrate the ability to teach all subjects for one semester in an elementary classroom either independently (internship) or under the supervision of a master teacher (student teaching) as measured by the following Interstate Teacher Assessment and Support Consortium (InTASC) standards (paraphrased):

    a. Teach and create learning experiences that make the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches meaningful for students;

    b. Provide learning opportunities that support children's intellectual, social, and personal development;

    c. Demonstrate understanding of how students differ in their approaches to learning and create instructional opportunities that are adapted to diverse learners;

    d. Use a variety of instructional strategies to encourage students' development of critical thinking, problem solving, and performance skills;

    e. Use group motivation to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation;

    f. Use knowledge of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom;

    g. Plan instruction based upon knowledge of subject matter, students, the community, and curriculum goals;

    h. Use formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social and physical development of the learner;

    i. Reflect and continually evaluate the effects of his/her choices and actions on others (students, parents, and other professionals in the learning community) and seek out opportunities to grow professionally;

    j. Foster relationships with school colleagues, parents, and agencies in the larger community to support students' learning and well-being;

    2. Design, deliver, and assess instruction in support of students with special needs in the elementary classroom In accordance with the requirements of the Individualized Educational Program (IEP) process, and

    3. Demonstrate professionalism.

 

3)  COURSE STUDENT LEARNING OUTCOMES (CSLOs) (General): The student will be

     able to:

  1. Describe and apply the special education process with the requirements of Individuals with Disabilities Education Act (IDEA) of 2004.
  2. Identify types and uses of assessment instruments available for use in an elementary FSM classroom.
  3. Develop a variety of informal assessment instruments to be used in an elementary FSM classroom for academic content areas.
  4. Administer formal and informal assessment instruments and interpret results to determine academic abilities of students with special needs in an elementary FSM classroom.
  5. Develop an Individualized Educational Program

 

4)  COURSE STUDENT LEARNING OUTCOMES (CSLOs) (Specific): The student will be 

     able to:

 

CSLO (General) 1: Describe and apply the special education process with the requirements of Individuals with Disabilities Education Act (IDEA) of 2004.

Student Learning Outcome (specific)

ISLO

PSLO

Assessment Strategies

1.1. Describe and apply the special education process.

 

 

 

 

1.2. Describe and apply the Individuals with Disabilities Education Act (IDEA) of 2004 requirements for Nondiscriminatory Identification and Evaluation.

 

 

 

1.3. Describe and apply the Individualized Education Programming process.

 

 

 

1,2,6,7

 

 

 

 

 

1,2,6,7

 

 

 

 

 

 

 

 

1,2,6,7

1d,1e

 

 

 

 

 

1d,1e

 

 

 

 

 

 

 

 

1d.1e

 

 

 

 

 

1.1. Given various case scenarios, student describes in writing and applies the special education process in a role-play. A rubric is used for the activity.

 

1.2.  Given various case scenarios, student describes in writing and applies the Individuals with Disabilities Education Act (IDEA) of 2004 requirements for Nondiscriminatory Identification and Evaluation in role-play. A rubric is used for the activity.

 

1.3. Given various case scenarios, students describes in writing and applies the Individualized Education Programming process in role-play. A rubric is used for the activity.

 

CSLO  (General) 2: Identify types and uses of assessment instruments available for use in an elementary FSM classroom.

Student Learning Outcomes (specific)

ISLO

PSLO

Assessment Strategies

2.1. Identify types and uses of formal assessments and diagnostic instruments available for use in an elementary FSM classroom.

 

 

2.2. Identify types and uses of informal assessments appropriate for use in an elementary FSM classroom.

 

2,6,7

 

 

 

 

 

2,6,7

 

1d

 

 

 

 

 

1d

 

2.1. Student identifies types and uses of formal assessments and diagnostic instruments available for use in an elementary FSM classroom on a written test.

 

2.2. Student identifies types and uses of informal assessments appropriate for use in an elementary FSM classroom on a written test.

 

CSLO (General) 3: Develop a variety of informal assessment instruments to be used in an elementary FSM classroom for academic content areas.

3.1. Develop a variety of informal assessment instruments for academic (reading, language, spelling, written language, and math) content areas.

 

 

3.2.  Select and adapt assessment instruments appropriate for the needs of a child.

 

2,3,8

 

 

 

 

 

 

2,3,8

 

1d,1h,2

 

 

 

 

 

 

1d,1h,2

3.1. Student develops at least an informal assessment instrument to be used in an elementary FSM classroom for each academic (reading, language, spelling, written language, and math) content area. A rubric is used for the activity.

 

3.2. Given screening results and other necessary information, student selects and adapts assessment instruments appropriate for the needs of a child in an elementary FSM classroom. A rubric is used for the activity.

 

CSLO (General) 4: Administer formal and informal assessment instruments and interpret results to determine academic abilities of students with special needs in an elementary FSM classroom.

Student Learning Outcomes (specific)

ISLO

PSLO

Assessment Strategies

4.1. Administer formal and informal assessment instruments and diagnose the reading abilities of students with special needs.

 

 

 

4.2. Administer formal and informal assessment instruments to diagnose language abilities of students with special needs.

 

 

 

4.3. Administer formal and informal assessment instruments to diagnose spelling and written expression abilities of students with special needs.

 

 

 

 4.4. Administer formal and informal assessment instruments to diagnose mathematical abilities of students with special needs.

 

2,3,6,8

 

 

 

 

 

 

2,3,6,8

 

 

 

 

 

 

2,3,6,8

 

 

 

 

 

 

 

2,3,6,8

1h, 2

 

 

 

 

 

 

1h, 2

 

 

 

 

 

 

1h, 2

 

 

 

 

 

 

 

1h, 2

4.1. Student administers at least one formal and one informal assessment instrument and diagnoses reading abilities of a student with special needs in an elementary FSM classroom. Activity is scored using a rubric.

 

4.2.  Student administers at least one formal and one informal assessment instrument and diagnoses language abilities of a student with special needs in an elementary FSM classroom. Activity is scored using a rubric.

 

4.3. Student administers at least one formal and one informal assessment instrument and diagnoses spelling and written expression abilities of a student with special needs in an elementary FSM classroom. Activity is scored using a rubric.

 

4.4.  Student administers at least one formal and one informal assessment instrument and diagnoses math abilities of a student with special needs in an elementary FSM classroom. Activity is scored using a rubric.

 

CSLO (General) 5:  Develop an Individualized Educational Program.

Student Learning Outcomes (specific)

ISLO

PSLO

Assessment Strategies

5.1. Develop an Individualized Education Program.

 

*2,3,6,8

1h, 2,3

5.1. Given assessment results and other necessary information, student develops a student’s Individualized Education Program by indicating statements of a student’s present level of functioning, annual goals and short-term objectives, special education services (related services and supplementary aids and services) and placement options. Activity is scored using a rubric.

 

5)  COURSE CONTENT:

  • Applying the special education process
  • Applying the requirements for nondiscriminatory identification and evaluation
  • Applying the Individualized Education Programming process
  • Identifying types of formal and informal assessments and their uses in an elementary FSM classroom
  • Developing informal assessments to be used in an elementary FSM classroom
  • Administering formal and informal assessments in an elementary FSM classroom
  • Analyzing results of assessments given to students in an elementary FSM classroom
  • Developing an Individualized Education Program

 

6)  METHOD(S) OF INSTRUCTION:

       

          [X]  Lecture                    [X]  Cooperative learning groups

          [   ]  Laboratory               [X]  In-class exercises

          [X]  Audio visual            [X]  Demonstrations

          [X]  Other (administration of assessments)

 

 

7)  REQUIRED TEXT(S) AND COURSE MATERIALS:

Mercer, C. D.,  Mercer, A. R., & Pullen P. C. (2011). Teaching Students with Learning Problems. Gainesville, Florida: Pearson. (or most recent edition) ISBN-10: 0137033788

 

8)  REFERENCE MATERIALS:

Federated States of Micronesia (FSM) Department of Education Special Education Procedural Manual

 

9)  INSTRUCTIONAL COSTS:

None

 

10) EVALUATION:

Summative evaluation is accomplished by having the students submit a portfolio with all assignments, quizzes, tests, copies of formal and informal assessments and results, and a developed Individualized Education Plan. Student professionalism is measured on a rubric twice a semester. 

 

11) CREDIT BY EXAMINATION:

None

 

This website and all COM-FSM Internet based services are best viewed with Firefox 3.0 or better.
© Copyright 2014 College of Micronesia-FSM | Site Disclaimer
P. O. Box 159, Kolonia, Pohnpei, 96941 - (691) 320-2480
College of Micronesia-FSM is accredited by the Accrediting Commission for Community and Junior Colleges,
Western Association of Schools and Colleges, 10 Commercial Bldv., Suite 204, Novato, CA 94949, (415) 506-0234,
an institutional accrediting body recognized by the Council for Higher Education Accreditation and the U.S. Department of Education.
Additional information about accreditation, including the filing of complaints against member institutions, can be found at: www.accjc.org

feedback