Assessment: In Special and Inclusive Education.

ASSESSMENT IN SPECIAL AND INCLUSIVE EDUCATION offers basic assessment information along with a handbook-style reference to comprehensive, frank reviews of the tests most administered in K-12 schools. Updated to reflect changes in the field, this edition brings to the forefront the important topics of MTSS/RTI and ELL -- while retaining key features that have made the text a classic. The authors focus on both classroom-based tests designed to inform instruction and intervention, as well as more formal standardized tests that are commonly used to determine eligibility for special education. Appropriate for novices and experts, this standard-setting text equips readers with the knowledge and tools to effectively and efficiently assess their students' skills and abilities. Featuring an emphasis on improved outcomes, it shows readers how to go beyond efforts designed to make predictions about students' lives to efforts that can make a difference in the lives of the students they serve. Important Notice: Media content referenced within the product description or the product text may not be available in the ebook version.

"Assessment in Special and Inclusive Education, Fourteenth Edition, is intended for a first course in assessment taken by those whose careers require understanding and informed use of assessment data. The primary audience is made up of those who are or will be teachers in special education at the elementary or secondary level. The secondary audience is the large support system for special educators, including school psychologists, child development specialists, counselors, and educational administrators. The Fourteenth Edition continues to offer clear coverage of basic assessment concepts, evenhanded evaluations of standardized tests in each domain, and illustrations of applications to the decision-making process. All chapters have been updated, and several have been revised substantially. Five chapters are new to this edition"--

The World Health Organization and World Bank (2011) estimate that there are more than 1 billion people with disabilities in the world. To address this population’s diverse needs, the United Nations drafted their Convention on the Rights of Persons with Disabilities (CRPD) in 2006. Article 24 (Education) of the CRPD requires ratifying countries to develop an inclusive education system to address the educational needs of students with disabilities alongside their peers without disabilities. Despite substantive improvements and movement toward inclusive education, many low- and middle-income countries (LMICs) continue to struggle with accurately identifying and supporting students with disabilities, including knowing how to effectively screen, evaluate, and qualify students for additional services (Hayes, Dombrowski, Shefcyk, & Bulat, 2018a). These challenges stem from the lack of policies, practices, and qualified staff related to screening and identification. As a result, many students with less-apparent disabilities—such as children with learning disabilities—remain unidentified and do not receive the academic supports they need to succeed in school (Friend & Bursuck, 2012). This guide attempts to address the lack of appropriate, useful disability screening and identification systems and services as countries look to educate all students in inclusive settings. Specifically, this guide introduces viable options for screening and identification related to vision, hearing, and learning disabilities in inclusive classrooms in LMICs. It also provides guidance on how LMICs can transition from an assessment-center model toward a school-based identification model that better serves an inclusive education system.

As teachers around the world deal with the challenges of inclusive education, they must find effective ways of enhancing their classroom teaching methods. What Really Works in Special and Inclusive Education presents teachers with a range of evidence-based strategies they can immediately put into practice in their classrooms. This unique book will be an invaluable resource for educators who may not have the time or the inclination to engage with theory-heavy research, but who wish to ensure that their teaching strategies are up-to-the-minute and proven to be the most effective best practices. Each of the 27 strategies that this book comprises has a substantial research base, a strong theoretical rationale and clear guidelines on their implementation, as well as cautionary advice where necessary. In this new second edition, David Mitchell, a leading writer in special and inclusive education, continues to break new ground with revised and updated strategies based on evidence from the most recent studies in the field. From the myriad of related research available, only those studies with genuine potential for improving the practices of teachers and schools have been included, with the aim of facilitating high-quality learning and social outcomes for all learners in schools. Updates to this new edition include: four new chapters, on response to intervention, universal design for learning, inter-agency cooperation and one on the Finnish education system over 350 new references an even wider international focus, including evidence drawn from Asia references to recent developments in neuroscience a new companion website, with extra case studies, links to further reading, journal articles and videos, and an interactive quiz, at www.routledge.com/cw/mitchell This book will be essential reading for anyone with a vocational or academic interest in evidence-based special educational needs teaching strategies, whether a student in initial teacher education or a qualified classroom teacher, teacher educator, educational psychologist, special needs coordinator, parent, consultant or researcher. David Mitchell is an Adjunct Professor in the College of Education, University of Canterbury, Christchurch, New Zealand, and a consultant in inclusive education. ‘This is the book I wish I had written, synthesizing an enormous literature focused on special needs students. It is robust, it is readable, and it is your right-hand resource. A stunner of a book.’ –Professor John Hattie, University of Melbourne, author of Visible Learning

"Short and to the point—a huge advantage! Easy to read and understand, and a great reference. This book is a must-have for every school building in every district!" —Rachel Aherns, Collaborative Resource Teacher Summit Middle School, Johnston, IA Build your knowledge of how the assessment process works! This compact handbook provides general and special education teachers with clear information about the types of assessments that help determine student eligibility for special education services. Written by legal and special education experts, this guide defines disability categories and explains applicable federal regulations as they relate to the assessment process in special education. The authors outline a multidisciplinary approach for comprehensive evaluations based on observation, interviews, and testing. This indispensable resource clarifies the teacher′s role in the referral process and also covers: The components of a professional evaluation report Student behavior during assessment Making presentations to an Individualized Education Program committee An ideal step-by-step reference for instructors who have not had specific training in assessing students with special needs, Understanding Assessment in the Special Education Process helps educators make the most effective use of available assessment options.