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Academic Evaluation For Special Education Student With Autism
07-01-2015, 01:37 AM
Post: #1
Big Grin Academic Evaluation For Special Education Student With Autism
The student in cases like this study has autism. His name is Adam. Discover further on our affiliated web page by browsing to Dig up supplementary resources on this related encyclopedia - Click this website: Adam is eight years of age. ...

All students in special education are expected legally to get a whole evaluation every 36 months to determine eligibility for special education services. The following example is approximately a student called "Adam." Adam is seven years old and has autism. I learned about by browsing Google Books. He's in a Particular Day Class location in a public school. The research study contains information on Adam's three-year educational assessment.

The student in this instance study has autism. His name is Adam. Adam is seven years old. He's in a Unique Day Class for Severely Handicapped students. Adam's 3-year examination needed to be completed to determine eligibility for his special education services. Adam posseses an advocate and parents that are intensely associated with his education. When the assessment program was presented to the parents, they requested additional assessments including an assistive technology assessment, occupational therapy and a functional analysis. A replica of the signed evaluation plan was handed to the speech therapist, occupational therapist, speech therapist, appropriate specialists: psychologist, nurse and special education teacher.

The school psychologist noticed Adam on many occasions before giving the psycho-educational page changed (PEP-R). The PEP-R covers a variety of developmental areas. The test items are given simple, concrete guidelines and most of the anticipated responses are nonverbal. The PEP-R provides information on functioning in replica, notion, good motor, gross motor, eye-hand integration, cognitive performance and cognitive verbal parts. The PEP-R consists of a group of learning resources and toys which were introduced to Adam within structured play activities. The psychologist documented Adam's responses for the test. His scores were then distributed among four behavioral areas and seven developing. The resulting report revealed Adam's strengths and weaknesses in the various areas of development and behavior.

Adam's collection was used as an evaluation tool. Included in his collection were work products, notes from parents, development reports, conduct reports and daily reports. The teacher sent home daily reports that involved effectiveness, compliance and prompt levels on Adam's tasks and goals/benchmarks. His parents became a part of his portfolio and signed and came ultimately back the daily reports. The daily reports were used to aid in the assessment of Adam.

The school psychologist also done the functional analysis to ascertain why Adam was exhibiting disruptive behaviors. Questionnaires were sent home for the parents to complete. Screaming and biting were habits his teacher and parents were worried about. The classroom teacher was in charge of gathering information on the behaviors. The teacher and the psychologist produced a data collection form. The teacher noted the occurrence of the unwanted behaviors. The info from your psychologist observations, parents and teacher were compiled by the psychologist and the statement was prepared.

The occupational therapist observed Adam, examined him and wrote a study. The college nurse tested Adam with a particular unit. She surely could establish that his hearing appeared to be normal. Adam's parents reported no issues with his vision and hearing. The speech therapist, who worked with him within the last year, also evaluated him.

Other tests that may be used to identify and assess students with autism are the Autism Behavior Checklist (ABC), Autism Diagnostic Interview-Revised (ADI-R), Childhood Autism Rating Scale (CARS) and Pre-Linguistic Autism Diagnostic Observation Schedule (PL-ADOS). These tests are specific autism assessment tools which were created specifically to examine kiddies with autism. More over, these tests depend on either historical details about the child's behavior (often presented by a, direct observation of the kid by a specialist or a combination of these approaches.

Adam's evaluation for his 3-year examination was extensive and comprehensive. This review gave the group informative data on Adams interaction, behavior, growth, health, coordination and mental levels. With these records, the Individualized Education Plan (IEP) team decided that his place was correct. Occupational Therapy (OT) services were encouraged. The occupational therapist wrote a few objectives and will provide services for Adam. The functional analysis concluded that Adam's unrequired actions occurred throughout transitions. The assistive technology assessment revealed that Adam excelled in this area. No tips were needed. Even though Adam's assessment was substantial and required work for the IEP team, useful information was provided that served the team in making recommendations for Adam's training. The assessment also unmasked that Adam was making good progress in his special day class setting..
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