Assessment of Children and Youth with Special Needs (3rd Edition)

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9780205493531: Assessment of Children and Youth with Special Needs (3rd Edition)

The Third Edition provides up-to-date information on assessment approaches, research-based practices, and federal mandates related to assessment of students with disabilities, ages 3 - 20. Incorporating formal, informal, and performance-based assessment tools, critical topics are linked to school-based examples.

Assessment of Children and Youth offers future and experienced educators and other professionals a fundamental understanding of widely used tests and measures and contemporary perspectives on assessment.  Each chapter contains an “Overview” section which discusses theories, perspectives, and con­ceptual frameworks.  Throughout the chapters, the reader will find references to the knowledge and skills that beginning special education teachers need to know about assessment. 

This edition incorporates best practices and use of technology in assessment practices.  Major topics covered include: IDEA 2004, No Child Left Behind, research-based practices, formal and informal assessments and testing practices, observation techniques, functional behavioral assessment, curriculum-based assessment, criterion-referenced assessment, performance-based assessments, standardized instruments, contemporary approaches to the assessment of literacy and mathematics, interpreting tests, writing reports, and program evaluation.

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From the Back Cover:

The Third Edition provides up-to-date information on assessment approaches, research-based practices, and federal mandates related to assessment of students with disabilities, ages 3 - 20. Incorporating formal, informal, and performance-based assessment tools, critical topics are linked to school-based examples.

Highlights of the Third Edition:

  • “How It Works!” features provide an in-depth look at effective classroom assessment practices.
  • “Research-based Practices” features in most chapters describe current findings and applications to assessment practices.
  • Using accommodations, modifications, and assistive technology in assessing students with disabilities.
  • Updated coverage of changes to federal legislation including IDEA, response to intervention, and NCLB mandates.
  • Techniques that will prepare and train students in the assessment of assistive technology needs.
  • In-depth coverage of how to use curriculum-based assessments.
  • Coverage of test interpretation and report writing (chapter 7)
  • An assessment framework that will improve students’ abilities to apply the tools discussed throughout the text (chapter 2).
  • Extensive examples and case studies throughout the chapters connect content with best practices.
  • Chapter 17 on transition assessment has been completely revised and updated.
  • Margin notes highlight CEC standards that correspond to adjacent text discussion.

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About the Author:

Dr. Libby G. Cohen is a Professor at the National Institute of Education in Singapore and Professor Emerita at the University of Southern Maine. Her work has focused on linking assessment with teaching and learning, accessibility to technology, and universal design. She is the author of several books including Assessment of Children and Youth and Teaching Students with Mild and Moderate Disabilities:  Research-based Practices.

 

Dr. Loraine J. Spenciner is a professor of special education at the University of Maine at Farmington.  She has authored numerous articles, chapters, and textbooks including: Assessment of Children and Youth, Assessment of Young Children, and Teaching Students with Mild and Moderate Disabilities:  Research-based Practices.

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