Assessment In Special And Inclusive Education 12th Edition

The Assessment in Special and Inclusive Education, 12th Edition offers the most comprehensive resource available on assessment practices for the inclusive classroom. This new edition is written for teacher candidates preparing to meet the mandates of No Child Left Behind and includes greater coverage of universal design for learning (UDL), response to intervention (RTI), cross-battery assessment, and assistive technologies.
Incorporating the latest research, this bestseller provides a solid understanding of Special Education, from referral through testing and reporting, including identification, eligibility determination, and placement. The text also addresses accommodations in regular education classes and helps students understand their rights under the Individuals with Disabilities Education Act (IDEA).

This book is the most current and comprehensive book available on assessment in special and inclusive education. This text focuses on the assessment of students with exceptionalities, but it also includes information on the assessment of students who are at risk. This edition includes new chapters on Functional Behavioral Assessment, Curriculum-Based Assessment, Alternate Assessment, and Dynamic Assessment. The text also emphasizes the use of technology in assessment and provides a CD that contains electronic versions of many forms used in the assessment process.
The book focuses on the nature of assessment data, information, and decision-making; how to select appropriate tests; how to administer, score, interpret, integrate, and report results; how to use assessment information to evaluate educational environments and programs; how to conduct authentic assessments; how to use technology to gather assessment information; the connections between assessment and instruction; the important role of families in assessment; what issues need to be considered when assessing diverse students with disabilities in general education classrooms; and ways in which test publishers can make their instruments more useful for these students.
The authors emphasize the importance of using a variety of assessment techniques that yield information about cognitive, academic, and non-cognitive aspects of students’ learning. They also provide an overview of how testing principles are applied across different types of assessments. The text includes a wealth of information about important laws and regulations related to assessment, beginning with a discussion in Chapter 1 on ethical guidelines for professionals who conduct assessments.

This book describes the various assessment techniques used to evaluate children and youth with mild to severe disabilities and related disorders. The book is written for preservice and beginning special educators, school psychologists, and related service personnel such as speech therapists, but it is also suitable for graduate courses in special education assessment.
The text is divided into five parts: principles of assessment, identification of students with disabilities, instructional planning and evaluation, assessment in specific areas of need, and legal issues. Features: a new chapter on the use of technology in assessment; a new chapter on the use of response to intervention in special education; revised chapters on national trends and legislation impacting assessment in special education; a new chapter on postsecondary transition assessments; updated coverage throughout the book reflecting current trends in psychology and education.
The twelfth edition is revised with expanded coverage of the DSM-5, new information on response to intervention (RTI), and updated information about progress monitoring best practices.
The biggest barrier to inclusive education is the way schools assess students. They use standardized tests and surveys that assume all students function the same way and have similar levels of intelligence. The result? Students with disabilities might get lower scores than their classmates, which can be discouraging for everyone involved.

We believe there is a better way to assess students. We believe assessments should be designed specifically for individuals with disabilities so they can show what they know and how well they know it. This will help them feel more confident about themselves while also giving educators an accurate picture of where each student stands academically—and what areas need improvement.

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