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The purpose of learning objectives is to allow a teacher to clearly define what her students should gain from a particular activity or unit of study. Although many school districts do require that teachers complete learning objectives, the real purpose of learning objectives is to help a teacher articulate her expectations for a given assignment. A well-developed learning objective should discuss the who, what, when, and how of learning. For example: By the end of October, my students will be able to write a well-developed paragraph, using indentations and conventions correctly.
Under federal law, the school district must offer testing services to Michelle if the parents request it.
An observation should include a verbatim record of any comments the child makes, as well as other pertinent details, such as what the lesson was, the student’s involvement in the lesson, and the student’s on-task behavior. A description of the student’s clothing may be called for if the student’s clothing was somehow contributing to his inability to focus (e.g. shorts when the weather is very cold).
The Denver Developmental Screening Test quickly screens a child for basic developmental milestones. Pediatricians frequently use this test during well-child visits to ascertain that the child is meeting milestones. The test takes 20 minutes to administer and requires just a few simple toys.
Children are more likely to be distracted or unfocused on days immediately following or preceding a holiday, making these times undesirable for testing. Avoid testing on Mondays and Fridays for the same reason.
An anticipatory set is an attention-getting device that engages student interest and prepares them for study. An anticipatory set can also serve to assess students’ current knowledge. For example, before starting a unit on volcanoes, the teacher may ask students what they already know or show a diorama or brief video.
The Wechsler Intelligence Scale offers three tests. The Wechsler Preschool and Primary Scale of Intelligence is for children ages 4 to 6.5 years of age. The Wechsler Intelligence Scale for Children-WISC-IV is suitable for children ages 6.0 to 16.11. The Wechsler Adult Intelligence Scale is used for ages 16 to adult.
Although rare, the dissenting party has the right to file a dissenting opinion, which is recorded on the IEP.
The first step is typically to form a Student Study Team with the parents and other specialists.
The purpose of formal assessments is to give a realistic picture of a child’s strengths and weaknesses, which can then be used to write measurable and realistic IEP goals. The data may also drive decisions regarding assistive technologies, but these are written as modifications or adaptations, rather than goals.
To ensure teacher compliance, use very specific language within the IEP to indicate any required assistive technologies or adaptations. Attempts to educate teachers through discussions are useful, but not all teachers are receptive. Clear language in the IEP is the best guarantee of compliance.
The Ages & Stages Questionnaires is a questionnaire completed by parents or a pediatrician with the parents’ input. It is frequently used to flag normal developmental milestones and screen for autism.
The next logical step in curriculum planning is to plan the large units of study for the year and organize a timeline. Developing objectives for learning usually takes place after the teacher has the broad curriculum pieces in place, as does writing the lesson plans and seeking input from the students.
The Kaufman Assessment Battery for Children (KABC II) mental processing scales is suitable for children ages 2.6 to 12.6.
No spoken language by age 2 is a sign that the child may have a learning disability. A formal screening is appropriate. Any parental concerns about development should be addressed by a pediatrician. According to the No Child Left Behind legislation, states have a responsibility to find at-risk children and provide appropriate evaluations and treatment.
If a student finishes goals early, the special ed teacher should schedule a meeting to write new goals. At this time, she can ask parents for input.
The 1979 California court case, Larry P. v. Riles, California, regarded the question of whether IQ tests were culturally and racially discriminatory. In this case, the court ruled that the intellectual functioning of a black child must be assessed by his classroom performance, academic achievement, personal history, and behavior, as opposed to an IQ test.
Mrs. Williams knew that health problems can sometimes cause learning problems. In Darcie’s case, low blood sugar was the reason she seemed unfocused and disinterested. Providing protein-rich snacks in addition to lunch solved Darcie’s problem without further intervention.
The Bender Visual-Motor Gestalt Test uses a series of cards to identify possible visual perceptual deficits.
After a child qualifies for services, a team of specialists will develop an IEP with the parent to determine which programs best meet the child’s needs. Options include speech therapy in a speech and language preschool group, two days of preschool, or four days of preschool.
The Kaufman Test of Educational Achievement is a norm-referenced, standardized test that measures basic academic skills, such as decoding, comprehension, math computation, and spelling. It is suitable for grades pre-K through 12.
The Stanford-Binet IQ Test is suitable for individuals age 2 to adult.
Mrs. Jones can describe Shea’s challenges calmly and objectively and assure Mrs. Jones that she’ll do everything she can to help Shea overcome them. Parents’ reactions vary considerably, but an empathetic, proactive approach is usually the best way to help parents deal with negative feelings.
The Brigance Diagnostic Inventory of Basic Skills-Revised tests a child’s learning readiness, listening skills, reading, and knowledge of language arts and mathematics. It is often used to pinpoint weaknesses in a child’s learning and can be a useful tool for writing IEP goals.
In-home therapy services provided by a specialist are a common arrangement for a young child with special needs. A physical therapist, occupational therapist, special ed teacher, or speech language pathologist may visit, or all four may rotate visits. Young children may also be enrolled in a day care program that provides these services.
