Reference no: EM132915335

Nonbiased formal and informal specialized diagnostic assessment results provide meaningful information and data to make team decisions that best support students with disabilities. The assessment results should be communicated to ensure all stakeholders fully understand the implications for the classroom, including possible accommodations or modifications in the IEP for assessments or testing conditions. Teachers can learn strategies for advocating and mentoring staff and students for such classroom and assessment accommodations or modifications.

Allocate at least 2 hours in the field to support this field experience.

Observe and collaborate with a school specialist (e.g., behavior specialist, occupational therapist, physical therapist, or speech pathologist) about diagnostic assessments and his or her role in the process of evaluating individuals with and without disabilities.

During your observations, make note of the following:

The distinguishing criteria/factors between nonbiased formal and informal specialized diagnostic assessments that are administered to individuals with disabilities.

Examples of nonbiased formal and informal specialized diagnostic assessments that are administered to the students being evaluated, including any legal and ethical requirements.

How the school specialist interprets information from a nonbiased formal and informal specialized diagnostic assessment.

How the assessment information is used in making eligibility, program, and placement decisions for students.

Strategies in communicating specialized assessment results to various stakeholders, including parents and students.

For students that are eligible for special education services, how the assessment results could affect possible accommodations or modifications listed in the IEP related to the classroom environment, instruction, and assessments or testing conditions.

Strategies for advocating and mentoring staff and students for such accommodations or modifications.