SPED 3205/5205 Assessment of Young Children with Disabilities and Challenges
- Professor:
- Mary Ann Marchel
- Office:
- 230 Montague Hall
- Phone:
- (218)726–7357
- Email:
- mmarchel@d.umn.edu
Course Description
Measurement theory, assessment practices, familiarization with selected instruments, legal and ethical guidelines for assessing young children ages birth through 6 years will be addressed in this course.
Course Texts/Readings & Resource:
- Susan M. Benner. (2003) Assessment of Young Children with Special Needs. Canada: Thomson/Delmar.
- Assigned readings
Standards
| INTASC Standards/MN Standards of Effective Practice | Conceptual Framework Themes |
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Course Outcomes
| Outcome | INTASC Standards | Theme | ECSE Subject | SPED Core | Evidence of Knowledge |
|---|---|---|---|---|---|
| 1. Candidate will demonstrate understanding of the rights and responsibilities of parents, students, teachers and schools as these rights and responsibilities relate to students with disabilities receiving free and appropriate public education | Subpart 4, 3I |
R,D, E |
B2 |
B1 |
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| 2. Candidate will demonstrate an understanding of due process and data privacy requirements and how to provide procedural safeguards | Subpart 9, 8L Subpart 11, 10F |
C, E |
A5 |
B2 |
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| 3. Candidate will demonstrate an understanding of the components of comprehensive and unbiased assessment | Subpart 9, 8E |
D,E |
B4 |
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| 4. Candidate will demonstrate an understanding about the influence of cultural and linguistic diversity on assessment, eligibility, programming and placement. | R,D,E |
B8 |
B8 |
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| 5. Candidate will demonstrate an understanding of the direct relationship between assessment findings and individual educational program planning | Subpart 9, 8F |
R,D |
B8 |
B9 |
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| 6. Candidate will demonstrate an understanding of the wide array of services options. | R,E,C | B10 |
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| 7. Candidate will Identify how to establish case records including how to write technically adequate individual education plans, transition plans, and assessment team summary reports. | Subpart 9, 8D, 8M | R | B10 |
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| 8. Candidate will demonstrate knowledge of educational definitions, identification criteria, and labeling issues, and entrance and exit criteria pertaining to young children with disabilities and medical conditions | Subpart 9, 8B | D | A3 | B3 |
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| 9. Candidate will demonstrate an understanding of referral and intervention procedures. | R,E | B5 |
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| 10. Candidate will demonstrate an understanding of the use, limitation, ethical concerns, administration and interpretation of formal and informal assessments for young children with disabilities, and how to effectively communicate the results to the students´, families, teachers and other professionals. | Subpart 9, 8C | R,C,E, D |
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| 11. Candidate will demonstrate the ability to adapt and modify existing assessment tools and methods to accommodate the unique abilities and needs of young children with disabilities. | Subpart 9, 8G,8J, 8K | R,E,T | B3 |
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| 12. Candidate will demonstrate an understanding of how to interview, gather and maintain information from parents, families, teachers and others for the purpose of assessment and planning, development, implementing and evaluating the individual family service plan and the individual education program. | Subpart 9, 8I | R,D,E | B4 |
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| 13. Candidate will demonstrate the ability to design individual plans that integrate assessment results, family priorities, resources and concerns and that incorporate, when appropriate, pre-academic and academic goals and the appropriate use of adaptive, augmentative and assistive technologies. | Subpart 3,2G | R,D,T | B8 |
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| 14. Candidate will demonstrate the ability to monitor, summarize and evaluate the acquisition of child and family outcomes included in individual service plans or individual education plans. | Subpart 9, 8H | R,D | C8 |
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Dispositions
- Disposition
- A habitual tendency or inclination. Disposition includes temperament, character, personality, nature, demeanor – these nouns refer to the sum of traits that identify a person which include frame of mind, emotional characteristics, moral and ethical qualities, distinctive traits that give him/her individuality, especially in his/her relationships with others, exhibited behaviors towards others (The American Heritage Dictionary, 2nd College Edition).
In this course, the following dispositions (characteristics) will be targeted for education majors:
- Establish rapport with colleagues
- Demonstrate positive response to professional responsibilities
- Accept constructive supervision for professional growth
- Attendance and punctuality indicate professional attitude
- Take initiative in performing expected duties
- Demonstrate flexibility and adaptability
- Has a sense of humor and friendly disposition
- Demonstrate poise and confidence in teaching environments
- Show enthusiasm reflecting a positive attitude
- Show sensitivity to the needs and feelings of others
- Engage in self–reflection to improve teaching and learning
- Show sensitivity to differing family structures and cultural backgrounds
Instructional Strategies
Your learning will include small and large group discussion and activities, lecture, videos, textbook reading, reflection, field experience and use of technology.
Diversity
Diversity will be addressed through course content and course methodology. The course content will guide the student toward an understanding of learner differences including, but not limited to, special needs, exceptionalities, multiple and emotional intelligences, cultural and ethnic background, sexual orientation and socioeconomic status.
The instructional methods will be designed to be varied in order to meet the needs of all learners.
Course Requirements/Expectations
- Attendance:
- Attendance is mandatory due to the nature of this course. As an adult learner in this class, you are a co–creator of the content of the course. To bring meaning to the course content you will be asked to participate in discussion, group work, presentations and other class activities. A variety of class activities, discussions and presentations will be conducted throughout the course. These cannot be made up; therefore your absence forfeits the opportunity to learn from the activities. Additionally, your absence represents a limitation in the ability of others to learn from you.
- Assignments:
- Assignments are due at assigned dates and times. Due dates are listed on the Class Schedule. Any late work must be negotiated with me.
- Formatting:
- Unless otherwise specified, all assignments must be submitted in typed, paper copy. Assignments will be graded for appropriate writing and formatting conventions, including grammar and spell check. 10% of the overall grade for each assignment will be related to grammar/appropriate writing.
- Academic Dishonesty:
- Dishonesty in any form such as, but not limited to, plagiarism or cheating on tests and assignments will not be tolerated. Students who misrepresent their work or commit another act of dishonesty will receive a failing grade for the course.
- Attendance Exclusion:
- Students required to attend university events that conflict with class time must present documented evidence of the meeting/event demonstrating
- (a) that the individual is required to attend and
- (b) the date and specific times required for attendance. Students will be expected to make arrangements with the instructor to make up class absences and to turn in work ahead of time.
- Cancellation:
- If classes are cancelled at UMD because of inclement weather or other emergency, contact the instructor (or check email) within 24 hours to find out the status of assignments.
- Missed Class:
- Arrange with a peer to collect handouts for you and to bring you up to date on class assignments/activities. Please do not wait until the next class period.
- Email:
- Please check your UMD email account regularly in order to receive any class announcements/clarifications.
Grading Criteria
- 3 Assessments/reflection 150 pts (50 pts each)
- Family Scrapbook 100 pts
- Play Based Assessment 50 pts
- Webx Participation 80 pts (10 pts each)
- Total 380 pts
Assessment Tool Practice and Reflection
Students will participate on a team of evaluators. As a participant on a tem, you will have the opportunity to select an assessment tool to review and practice on members of your assessment team. You will score your teammates performance, and write a brief summary. In addition you will write part of an IEP/IFSP/IIIP for your child (teammate). Your teammates and the course instructor will give you feedback on your assessment administration skills. A list of competencies will be shared to assist in feedback sharing.
A grade of "pass" or "more practice needed" will be assigned. As a member of the assessment team, you will move on once you´ve received a "pass". Assessment tools appropriate for children ages birth to three, three to six, and early primary will be used in practice activities. Following practice, the test protocol and a 1–2 page evaluation will be submitted to the course instructor.
Grading Criteria:
- Test administration (protocol) 20pts
- Reflection 30pts
- Total 50pts
Family Scrapbook
This assignment is designed to support your understanding of child and family centered service provision as well as the educator´s role in the development and implementation of ECSE services.
In order to provide appropriate social, emotional and academic services for children and families with special needs it is critical to gather data that will identify strengths and needs of the child and family.
Project requirements:
- Child identification
- Identify one child between 0 and 7 years of age.
- Ask parent permission to gather data and administer a developmental assessment.
- Data gathering
- Background information about the child (birth history, health issues, birth order, family information etc.)
- Family Assessment: This could include a formal assessment (see instructor for reference) or a interview that you design (please include transcript). It could include a formal interview focused on family background, available informal and formal resources, and concerns. The results for the formal or informal assessment should be summarized in one–two page write up.
- Work samples
- Formal Assessment results
- Observation summary. This may include a running record of the child during a play period, or could be a summary of a videotaped section of the child day (with written parent permission). The product would be a one page summary that describes the child´s performance in a way that is not readily available through formal testing.
- A Mock IEP/IIIP or IFSP. The instructor will provide more specific information on this. The key is to match services, goals and objectives that match the assessment findings.
- Miscellaneous: Anything else that you wish to add. Child´s likes or dislikes, name of child´s pets, friends or extended family members, pictures.
This is a product that you may wish to share with the family once you have completed the assessment process. Encourage them to add to the Scrapbook in anyway that they wish. This is an opportunity to participate in a comprehensive process and share that experience with a child and his/her family.
Grading Criteria:
- Background information 10
- Family Assessment 15
- Work Sample 10
- Formal Child Assessment 25
- Child Observation 20
- Mock IIP/IEP or IFSP 20
- Overall Quality 25
- Total 125 pts.
Play Based Assessment
You will participate in a Play–Based Assessment. As a member of a team, each student will play a role in a play–based assessment. The assessment will be implemented with "real children" and will be guided by ECSE and related service providers from the field.
Each play based assessment team will then complete a report based on Toni Linder´s (1996) Transdisciplinary Play Based Assessment format. The report will serve as the basis of 80% of your grade (generated by the instructor), and peer and self evaluation will account for 20% of your grade.
Additionally information and grade criteria will be shared in advance of the experience. The experience is viewed as your Midterm.
Topical Schedule
| Week | Topic | Assignment |
|---|---|---|
| One–Two |
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Chapters 1–2 |
| Three–Four |
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Chapters 3 & 5 |
| Four –Five |
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Chapters 6 & 10 |
| Six–Seven |
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Chapter 7 &11 |
| Eight–Nine |
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Chapter 4 & 12 |
| Ten–Eleven |
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Chapter 14 & 15 |
| Twelve–Thirteen |
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Chapters 8 & 9 |
| Fourteen–Fifteen |
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Chapter 17 |