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Educational Evaluation For Special Education Student With Autism

In order to determine eligibility for special education services, all students must have full evaluation in every three years of the law. The following case study is about a student named “Adam”. Adam is seven years old and has autism. She is in a special school in a special day class setting. Case study contains details of Adam’s three-year educational evaluation.

In this case study, the student has autism. His name is Adam. Adam is seven years old. She is in a special day class for serious disabled students. To determine eligibility for your special education services, there is a need to complete the 3-year assessment of Adam. Adam has an advocate and parent, who are intensely involved in his education. When the assessment plan was presented to the parents, they requested additional evaluation, including a functional analysis, occupational therapy and an assistive technology assessment. A copy of the signed assessment plan was given to the appropriate specialists: Psychologist, occupational therapist, speech therapist, speech therapist, nurse and special education teacher.

Before conducting Psycho-Educational Profile Modified (PEP-R), the school psychologist celebrated Adam on many occasions. PEP-R covers various development areas. Test items are presented with simple, solid instructions, and most expected reactions are non-verbal. PEP-R provides information about copying, perception, fine motor, gross motor, eye-hand integration, cognitive performance and developmental work in cognitive oral areas. PEP-R has a set of toys and learning material that was presented to Adam within structured sports activities. Psychologist recorded Adam’s reactions for testing. His points were then distributed between seven developmental and four behavioral areas. The resultant profile shows the power and weaknesses of Adam in different areas of development and behavior.

Adam’s portfolio was used as a valuation tool. His portfolio included work samples, progress reports, behavior reports, notes from parents and daily reports. The teacher sent home daily reports that included performance, compliance and accelerated levels on Adam’s work and goals / benchmarks. Their parents signed the daily report and returned and became part of their portfolio. Daily reports were used to help evaluate Adam.

School psychologist also performed functional analysis to determine why Adam was displaying disruptive behavior. The questionnaire was sent home to fulfill the parents. His parents and teachers were worried about screaming and cutting. Class teacher was responsible for collecting data on behavior. Psychologist and teacher created a data collection form. The teacher recorded the incident of unwanted behavior. The information of parents, psychological comments and teacher was compiled by the psychologist and the report was written.

Professional practitioner observed Adam, assessed and wrote a report. The school’s nurse tested Adam with a special tool. He was able to determine that his hearing was normal. Adam’s parents did not tell any problem with their sight and hearing. Speech therapist, who worked with him last year, also assessed them.

Autism Diagnostic Interview-Revised (ADI-R), Childhood Autism Rating Scale (CARS) and Pre-Linguistic Autism Diagnostic Observation (ABC), Autism Diagnostic Diagnostic Observation (ABC) There are schedules (PL) -ADOS). These tests are individual autism assessment tools designed specifically to assess children suffering from autism. Apart from this, these tests depend on the historical information about the behavior of the child (usually provided by a parent), a professional direct observation of the child or a combination of these methods.

Adam’s assessment was comprehensive and comprehensive for his 3-year assessment. This assessment gave the team information about Adam’s development, behavior, communication, health, coordination and cognitive levels. With this information, the Individualized Education Plan (IEP) team determined that its placement was justified. Professional therapy (OT) services were recommended. Professional therapist wrote many goals and provided services to Adam. Functional analysis concluded that Adam’s unwanted behavior occurred during the transition. Assistant Technology Evaluation revealed that Adam performed excellent in this field. No recommendation was needed. Although the assessment of Adam was extensive and the IEP team needed to work hard, valuable information was provided which assisted the team in making recommendations for Adam’s education. Evaluation also showed that Adam was making great progress in his special day’s class.

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