ERIC Number: ED461963
Record Type: RIE
Publication Date: 2002
Assessment in Special Education: A Practical Approach.
Pierangelo, Roger; Giuliani, George A.
The 19 chapters of this text on assessment in special education are divided into two parts. Part 1 discusses basic concepts in assessment in special education. Part 2 addresses the special education process by describing steps in the assessment continuum. Individual chapters examine the following topics: (1) an introduction to assessment; (2) legal issues in assessment; (3) basic statistical concepts; (4) validity and reliability; (5) scoring terminology used in assessment; (6) the Child Study Team and prereferral strategies; (7) the multidisciplinary team, testing considerations, and parental participation in the assessment process; (8) assessment of academic achievement; (9) assessment of intelligence; (10) assessment of behavior; (11) assessment of perceptual abilities; (12) assessment of oral language; (13) early childhood assessment; (14) assessment of hearing, physical and occupational therapy, and bilingual assessment; (15) determining whether a disability exists; (16) writing a comprehensive report in special education; (17) eligibility procedures for special education services; (18) development of the Individualized Education Program; and (19) transition services. Appendices provide additional resources related to testing and transition. (Contains approximately 275 references.) (DB)
Descriptors: Academic Achievement, Behavior Rating Scales, Disabilities, Disability Identification, Elementary Secondary Education, Eligibility, Evaluation Methods, Individualized Education Programs, Language Tests, Legal Problems, Parent Participation, Special Education, Statistical Analysis, Student Evaluation, Teamwork, Test Reliability, Test Validity, Transitional Programs
Allyn & Bacon, 75 Arlington Street, Suite 300, Boston, MA 02116 ($58). Tel: 800-666-9433 (Toll Free); Web site: http://www.ablongman.com.
Publication Type: Books; Guides - Non-Classroom; Information Analyses
Education Level: N/A
Audience: Practitioners; Students
Authoring Institution: N/A