The cognitive and educational evaluation is a main data source for MET teams to determine eligibility and placement for special education services. All team members must make decisions and advocate for educational instruction, strategies, and placement based on evaluation report results. Collaboration with parents about sharing evaluation results and seeking consent for special education services is also a required professional and legal element. Teachers should gain valuable skills and knowledge regarding analysis, decision-making, and sharing results that pertain to cognitive and educational evaluations.
Read the "Analyzing Cognitive and Educational Evaluation Report" provided for student Adam Gallery. Based on the report, create a table with a column for each formal and informal assessment. Complete the table with the following information, labeling each column and row:
In the first row, clearly identify each assessment.
In the second row, describe how each assessment is technically sound and minimizes rater bias
In the next row, provide a summary of Adams results on each assessment that will help guide appropriate educational decisions. (Do not simply cut and paste the findings.)
In the last row, explain why the selected assessment tool is appropriate for diagnosing Adam's strengths and needs.
Beneath the table, in a 500-750 word analysis, advocate for the appropriate educational decisions for this student based on the assessment results. The analysis should include:
Recommendations for any needed classroom accommodations or modifications, and placement for specific content areas.
Appropriate accommodations for Adams assessments or testing conditions, including the use of technology for these accommodations.
Reflection on the role of special education teachers as advocates for students to help students realize and develop their unique talents and skills.
Full Answer Section
Educational Recommendations
Based on the assessment results, the following recommendations are made for Adam:
- Classroom Accommodations:
- Extended time: Adam may benefit from extended time on assignments and tests to accommodate his processing speed.
- Preferential seating: Assign Adam a seat that minimizes distractions and facilitates his learning.
- Small group instruction: Provide additional support through small group instruction in math and other areas where he may need extra help.
- Placement: Adam may benefit from placement in a general education classroom with additional support services, such as resource room or special education pull-out.
- Assessment Accommodations:
- Extended time: Provide extended time on standardized assessments.
- Assistive technology: Consider the use of assistive technology, such as text-to-speech or speech-to-text, to support Adam's learning.
- Special Education Services: Based on Adam's needs, he may be eligible for special education services, such as individualized education programs (IEPs) or 504 plans.
Role of Special Education Teachers
Special education teachers play a crucial role in advocating for students like Adam and helping them to realize their full potential. They can:
- Identify and address individual needs: Special education teachers are trained to identify and address the unique learning needs of students with disabilities.
- Develop individualized education plans: IEPs outline specific goals, accommodations, and services to support a student's academic and functional development.
- Collaborate with families: Special education teachers work closely with families to ensure that students receive appropriate support both at school and at home.
- Advocate for students: Special education teachers advocate for students' rights and ensure that they have access to the resources and services they need to succeed.
By providing appropriate accommodations, support, and advocacy, special education teachers can help students like Adam overcome challenges and achieve their academic and personal goals.