Psycho-Educational Diagnostic Evaluation & Profiling: A Workbook for Mainstream, Allied & Special Educators (Volume 2)

 
9789810686222: Psycho-Educational Diagnostic Evaluation & Profiling: A Workbook for Mainstream, Allied & Special Educators (Volume 2)
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For educators working with students with special educational needs

Psycho-Educational Diagnostic Evaluation & Profiling, Volume 2: A Workbook for Mainstream, Allied & Special Educators expands on the first workbook companion to the Series on Special Educational Needs in Mainstream Schools. This workbook covers new topics and case-based approaches to psycho-educational assessment and testing evaluation, providing both special and mainstream education professionals with the up-to-date assessment and intervention strategies necessary for engaging their special needs students successfully.

Readers can expect an in-depth look at the learning-and-behaviour (L&B) framework that informs them of the learning and behavioural challenges children face in their different blocks of learning. Distinctions among assessment, evaluation, profiling and summary are also presented to enable educators to perform accurate diagnoses with the different intelligence scales and achievement tests available today. Furthermore, appropriate intervention programmes are provided that Allied Educators for Learning & Behavioural Support in Singapore can apply, regardless of the classroom environment.

Features:

Current & Comprehensive The book goes through a variety of issues related to learning and behaviour. Not only is it comprehensive, it also backs up its arguments with the latest and most current issues and examples

Arguments are well supplemented with relevant, easy-to-understand examples

This book uses simple, straightforward language with minimal use of jargon, making this book suitable for both professional and layman readers

Case studies for various scenarios are amply provided for readers to practice the theories and concepts they have learnt

A detailed discussion on the authors learning and behaviour framework according to the structuralist or neo-structuralist (or functional structuralist) perspective

A brief discussion on diagnostic assessment, evaluation and profiling using a wide range of different intelligence scales and educational/achievement tests

Suggestions on what allied educators (learning and behaviour support) ought to know and do during withdrawal, and in-class support sessions so that they can give the best to their students with special needs.

Eight different case studies presented in different psycho-educational assessment report formats, which models modern testing evaluations that readers can learn and practise from.

Table of Contents: Chapter One Understanding the Learning-and-Behaviour Framework: The Structuralist Perspective
Chapter Two Diagnostic Assessment, Evaluation and Profiling
Chapter Three Withdrawal and In-Class Support Sessions
Chapter Four Testing Evaluations and Case Studies

"synopsis" may belong to another edition of this title.

About the Author:

Dr Noel Chia Kok Hwee is an assistant professor with the Early Childhood & Special Needs Education Academic Group. He is the first Singaporean to become a board-certified educational therapist registered with the Association of Educational Therapists, United States, as well as a board-certified special education professional registered with the American Academy of Special Education Professionals. He is also a registered professional counsellor with the Australian Institute of Professional Counsellors.

Wong Meng Ee is an assistant professor at the National Institute of Education. He currently teaches courses in special education in the Master of Education programme as well as in the Diploma in Special Education programme. He also coordinates programmes for Special Needs Officers. Asst Prof Wong s research interests include the transition and post-school outcomes of students with disabilities; teachers and their relationships with families, schools and communities; issues relating to persons with visual impairments and their developments; education of teachers of children with special needs; support groups and their place in supporting vulnerable groups; assistive technology for the visually impaired.

(Source: National Institute of Education staff directory)

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