Respond to the following in 100 words with in-text citation and reference. 1. Respond to Darian
During the evaluation process, the MET team can really benefit from parental input regarding a specific student. In addition to providing information about the student’s home habits and well-being, parents can also provide ideas about the types of supports and interventions that may benefit their student. Parents understand their children best, and can provide input or suggestions on group size that may work for them based on how they work with other kids, and the types of reinforcement supports that work well for the student or may work well for them. This all usually occurs during the brainstorming sessions in the prereferral process (Witte, Woodin, and Bogan, 2015). This is an important stage so that more time can be spent collecting and analyzing student data during the actual evaluation process, and the parental input can help to ensure that whomever is administering a particular assessment gets the most accurate results because the student is motivated to complete it.
Witte, R. H., Wooden, M. F., & Bogan, J. E. (2015). Assessment In Special Education (1st ed.). Upper Saddle River, NJ: Pearson.
2. Respond to Michelle
Parent and guardians can share valuable information to staff, to assist them in making academic decisions about individuals with disabilities. Parents understand the family history and their child’s social and physical development. They also provide the child’s strengths and weaknesses, interests, attendance, medical history, cultural and linguistic needs, teacher comments from previous grades, any limitations to learning or strategies to encourage learning and how their child perceives school.
This information will support the MET team during the formal evaluation process, by providing teachers guidance on what types of assessments would be most effective and useful for the student. This information guides educators on which areas need to be assessed, type of instruments that should be used and what professional is doing the evaluation. The evaluation must be mindful of the family’s cultural and linguistic background. Before the evaluation, the parent’s input concerning the setting they feel their child would be most comfortable should be considered (“Multidisciplinary Evaluation”, 2005). Any instruments or procedures used during the evaluation must be sensitive to the child’s culture, with the use of the child’s dominant language, and the child’s unique qualities must also be considered.
Developing Your Child’s IEP. (2017, March 03). Retrieved July 02, 2020, from https://www.parentcenterhub.org/pa12/
Multidisciplinary Evaluation Procedures. (2005, August). Retrieved July 02, 2020, from https://www.health.ny.gov/community/infants_children/early_intervention/memoranda/2005-02/multidisciplinary_procedures.htm
Witte, R., & Bogan, J. (2015). Assessment In Special Education First Edition. Retrieved July 02, 2020, from http://www.gcumedia.com/digital-resources/pearson/2014/assessment-in-special-education_ebook_1e.php
3. Respond to Gloria
The mentor can prepare the student for their assessments by making sure the content will cover areas that are familiar to the student. Reviewing material, and having the student go over the information so they can understand how they will be assessed, how long the assessment will take and provide them with any accommodations they will need. Helping the student get ready can reduce the test anxiety which can hinder a student from doing their best. Talk to them about how to relax and take their time, explain their extended time and if they can use notes to do their best and use notes only if they need to.
Mentors can do some activities with the student, use visual aids, and show them samples of how the assessments will be used, why they are needed and provide them with positive influences to boost their confidence. Taking test present a level of stress for most people but taking steps to prepare can make a big difference. Before the assessment, the mentor will plan with teachers and para educators to have all the necessary tools at hand before the assessment takes place. Whatever the test environment is, the mentor will make sure all things are communicated to parents and school personnel.
4. Respond to Megan
In the absence of a mentor to interact with (or even if you do have access): what considerations do we need to make in order to choose appropriate assessments (i.e. learning style, culture, etc)? Why?
I believe there are many things to consider when giving an assessment and choosing the next best assessment to give. One important thing to consider is socioeconomic status. I work in a self contained classroom and I specifically remember an instance where this would have been something that another teacher should have taken into consideration. I took my class of 10 year olds to computer special. The work that the teacher wanted them to complete was in my opinion too difficult for children of that age. But, that aside, I had one student who had never grown up with a computer in the household. He didn’t know how to use a mouse, and didn’t know that between words he had to use the space bar. So, while I was with him trying to teach him computer basics, the computer teacher was wondering why he was so far behind the other students. In my opinion, maybe it would have been better to start the class off with computer basics, especially because the school I work in, is in a low income area. If this child was going to be assessed by this computer teacher, obviously the results would not turn out well, because it is something he was never exposed to growing up. This is an example of why we need to think about the bigger picture of the child to pinpoint the correct assessment for them.