NotesFAQContact Us
Search Tips
ERIC Number: ED236862
Record Type: RIE
Publication Date: 1981
Pages: 341
Abstractor: N/A
Reference Count: 0
Sequential Stages of the Appraisal Process: A Training Module.
Tucker, James A.
This training module includes a trainer's manual and a participant's manual designed for school psychologists and concerned with the appraisal process for students with suspected handicapping conditions. The instructor's guide presents a script for covering seven major steps in the appraisal process (sample subtopics in parentheses): (1) pre referral phase (defining referral problems, collecting anecdotal data); (2) referral/screening phase (evaluating resources to assist in referral problem solving, designing classroom alternatives for identified problems); (3) pre-assessment phase (developing key assessment questions); (4)comprehensive individual assessment phase (assessing severely/multihandicapped persons, and assessing infants and preschoolers); (5) assessment report phase (integrating data into a comprehensive report); (6) educational planning phase (relating as a team member in the decision making process); and (7) educational intervention phase (understanding the concept of least restrictive environment. Transparency masters, worksheets, and resource guides for each of the seven phases are included. This module is one of three training modules designed for the National School Psychology Inservice Training Network. It is intended to be presented prior to the related modules on "Nonbiased Assessment" and "Non-Test-Based Assessment," as this module integrates and links together the content of the other two modules. (CL)
National School Psychology Inservice Training Network, Psychology in the School Program, N532 Elliott Hall, 75 E. River Rd., Minneapolis, MN 55455 ($72.00).
Publication Type: Guides - Classroom - Teacher
Education Level: N/A
Audience: Counselors; Practitioners
Language: English
Sponsor: Office of Special Education and Rehabilitative Services (ED), Washington, DC.
Authoring Institution: N/A
Identifiers: N/A
Note: For related documents, see EC 160 884-885.