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Intellectual Disabilities: Assessments that need change

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1) Dealing with Intellectual Disabilities recommend assessments that are stable and do not need change.

2) Dealing with Intellectual Disabilities recommend assessments that need some change, and identify what the changes would be.

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1) Dealing with Intellectual Disabilities recommend assessments that are stable and do not need change.

Assessments are usually conducted by school personnel and the most stable form of assessment available is achievement testing. This testing assesses and indicates the child's skill level and academic aptitude by using a protracted approach. These tests identify strengths and weaknesses that the student has to determine if the child has a severe difference in ability and performance. If a child has been found to possess a learning disability this test will be able to definitively diagnose the issue and help assist in providing important information that will be pertinent for developing the individual education program or IEP (Logson, 2012).

The reasons why this test is stable and does not need changing include the fact that achievement tests are structured and have the capability of assessing any or all of the subjects that students may ...

Solution Summary

This solution provides the student with suggestions of what assessment methods need adjusting for Individuals with Disabilities and those that do not need any changing.

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Benchmark Assessment for Intellectual Disability

Significant Connections for Families of an ID Child (Benchmark Assessment)

a) Interview a teacher of students with Intellectual Disability. Specifically, focus your interview questions concerning the impact an individual with Intellectual Disability has on family structure. You may also want to center your questions on the collaborative skills necessary for teachers to possess when interacting with families who have a child with Intellectual Disability.
b) Next, attend an IEP meeting and/or conference for a student with Intellectual Disability.
i) During the meeting, note the interactions that take place, facilitation skills that are employed during the meeting and the manner in which information is disseminated to parents.
ii) According to what you have learned in this course, are these interactions, skills, etc. appropriate in terms of effective interactions with parents of children with Intellectual Disability?
iii) Write a response that chronicles your observations and reactions, using your text and notes from lectures, and your recommendations to foster better collaboration with regard to what you observed in the meeting.

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