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Download full textCook, H. Gary; Linquanti, Robert – Council of Chief State School Officers, 2015
This report summarizes and further develops ideas discussed at a national working session held on May 23, 2014, to examine issues and options associated with initially classifying English learners (ELs). It is the third in a series of guidance papers intended to support states in large-scale assessment consortia that are expected to move toward a…
Descriptors: Classification, English Language Learners, Educational Practices, Educational Policy
Direct linkHanchon, Timothy A.; Allen, Ryan A. – Psychology in the Schools, 2013
From its inception as a disability category in the Education for All Handicapped Children Act, serving students under the special education category Emotional Disturbance (ED) has been a challenging task for school psychologists. In particular, the vague and ambiguous federal definition has created an environment in which inconsistent assessment…
Descriptors: Disability Identification, Emotional Disturbances, School Psychologists, Evaluation Methods
North Dakota Department of Public Instruction, 2016
The number of students identified under the Individuals With Disabilities Education Act (IDEA) with an emotional disturbance (ED) has remained remarkably stable over the last 30 years. During this time, approximately 1% of the school-aged population has been identified as disabled under the criteria set forth in IDEA (Kim, Forness, & Walker,…
Descriptors: Guidelines, Emotional Disturbances, Students with Disabilities, Individualized Education Programs
Professional Practice Issues in the Assessment of Cognitive Functioning for Educational Applications
Decker, Scott L.; Hale, James B.; Flanagan, Dawn P. – Psychology in the Schools, 2013
Research has demonstrated that many children have learning problems related to deficits in specific cognitive processes that are not adequately represented by a single IQ score. The administration of cognitive measures that include narrow abilities is useful in understanding specific learning problems and developing effective interventions.…
Descriptors: Learning Problems, Student Evaluation, Evaluation Methods, Intelligence Tests
Bagnato, Stephen J.; Macy, Marisa – NHSA Dialog, 2010
Authentic assessment is a growing alternative to conventional testing. This research-to-practice article describes a framework for implementing authentic assessment. The R-E-A-L framework shows how roles, equipment, assessment tools, and location can be incorporated into early childhood practices.
Descriptors: Early Childhood Education, Performance Based Assessment, Program Implementation, Guidelines
Abedi, Jamal – Journal of Applied Testing Technology, 2009
English language learners with disabilities (ELLWD) face many challenges in their academic career. Learning a new language and coping with their disabilities create obstacles in their academic progress. Variables relegating accessibility of assessments for students with disabilities and ELL students may seriously hinder the academic performance of…
Descriptors: Reading Achievement, Second Language Learning, Disabilities, Classification
Peer reviewedFilipek, Pauline A.; Accardo, Pasquale J.; Baranek, Grace T.; Cook, Edwin H., Jr.; Dawson, Geraldine; Gordon, Barry; Gravel, Judith S.; Johnson, Chris P.; Kallen, Ronald J.; Levy, Susan E.; Minshew, Nancy J.; Prizant, Barry M.; Rapin, Isabelle; Rogers, Sally J.; Stone, Wendy L.; Teplin, Stuart; Tuchman, Roberto F.; Volkmar, Fred R. – Journal of Autism and Developmental Disorders, 1999
This paper presents detailed recommendations for diagnosis of autism established by a multidisciplinary panel of the Child Neurology Society and the American Academy of Neurology. The paper offers dual-level (general development and specific symptoms) guidelines for diagnosis of autistic disorder, Asperger disorder, childhood disintegrative…
Descriptors: Autism, Clinical Diagnosis, Disability Identification, Early Identification
Gravel, Judith S. – 1992
This paper provides guidelines for the audiologic assessment of infants and young children, highlighting recent technologic advances in auditory electrophysiology, acoustic immitance measure procedures, and behavioral audiometric techniques. First, audiologic assessment guidelines developed by the American Speech-Language-Hearing Association are…
Descriptors: Audiology, Auditory Evaluation, Clinical Diagnosis, Disability Identification
Peer reviewedRussell, Philippa – British Journal of Special Education, 1994
This article addresses implementation of the British Code of Practice, which provides guidelines for the identification, assessment, and service provision of children with special educational needs. It covers the school-based stages of assessment, statutory assessment, the annual review, the role of child health and social services, and parents as…
Descriptors: Agency Cooperation, Compliance (Legal), Disabilities, Disability Identification
Peer reviewedRoss, Roslyn P. – Learning Disability Quarterly, 1995
Information from 290 school psychologists was compared to Frankenberger and Fronzaglio's 1991 data on state education department recommendations on evaluating discrepancies between ability and achievement. A trend toward more appropriate methods of quantifying discrepancies between ability and achievement was noted, but considerable questionable…
Descriptors: Disability Identification, Educational Diagnosis, Elementary Secondary Education, Evaluation Methods
Peer reviewedLundberg, Ingvar – Annals of Dyslexia, 2002
This article examines how to interpret reading problems among individuals with a home language (L1) that is different from the language of instruction in school (L2). A tentative model is proposed where the various factors involved in L2 reading are specified, providing guidelines for assessment strategies. (Contains references.) (CR)
Descriptors: Clinical Diagnosis, Cultural Differences, Disability Identification, Dyslexia
Peer reviewedAhmed, Sarah T.; Lombardino, Linda J. – Communication Disorders Quarterly, 2000
The present study involving 100 kindergartners provides clinicians with a practical tool for the assessment of invented spelling in kindergartners using the Invented Spelling subtest on the Early Reading Screening Instrument. Interpretations of assessment profiles are suggested, and guidelines for the development of intervention goals are…
Descriptors: Disability Identification, Educational Strategies, Evaluation Methods, Guidelines
North Dakota State Dept. of Public Instruction, Bismarck. Div. of Special Education. – 1996
This chapter from a North Dakota guide for early childhood special education personnel focuses on the evaluation and assessment of young children with special needs. Following an introduction, which summarizes requirements under Part H of the Individuals with Disabilities Education Act, overviews of infant development and early childhood special…
Descriptors: Compliance (Legal), Disabilities, Disability Identification, Early Childhood Education
National Inst. of Child Health and Human Development (NIH), Bethesda, MD. – 1993
This document compiles abstracts of papers that were presented at a 3-day conference of experts which developed a consensus statement on early identification of hearing impairment in infants and young children. Papers addressed taxonomy; epidemiology; developmental consequences of early hearing impairment; methodology, instrumentation, and…
Descriptors: Audiology, Auditory Evaluation, Auditory Tests, Child Development
Colorado State Dept. of Education, Denver. Special Education Services Unit. – 2001
This handbook is designed for use by trained educational diagnosticians and special educators as they go about the complex task of identifying students with perceptual/communicative disabilities (PCD) and determining eligibility for special education services. Section 1 of the text discusses federal criteria for determining the existence of a…
Descriptors: Check Lists, Communication Disorders, Communication Problems, Disability Identification
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