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Educational Evaluation special education for students with autism

All students in special schools are required by law to provide for a comprehensive evaluation every three years, eligibility for special education. The following case study is about a student named “Adam”. Adam is seven years old and has autism. He is in a Special Day Class setting in a public school. The case study contains details of the three-year education Adam’s assessment.

The student in this case study is autism. His name is Adam. Adam is seven years old. He is severely disabled in a Special Day Class for students. Adam’s 3-year evaluation necessary to determine eligibility to complete for his special services to education. Adam has a lawyer and parents who are intense with his training. In the assessment plan was presented to the parents, they called for additional testing including a functional analysis, occupational therapy and assistive technology assessment. A copy of the signed assessment plan was given to the relevant specialists: psychologists, occupational therapist, speech therapist, speech therapist, nurse and teacher.

The school psychologist observed Adam several times prior to administration of psycho-educational profile revised (PEP-R). The PEP-R covers a wide range of development areas. The test items are presented with simple, concrete instructions and most of the expected responses are nonverbal. The PEP-R provides information on developmental functioning in imitation, perception, fine motor, gross motor skills, eye-hand integration, cognitive performance and cognitive verbal areas. The PEP-R is a set of toys and learning materials, which were presented to Adam in structured play activities. The psychologist Adam recorded answers to the test. His scores were then distributed among the seven developing countries and four areas of behavioral tests. The resulting profile reveals Adam’s strengths and weaknesses in different areas of development and behavior.

Adam’s portfolio was used as an assessment tool. Included in his portfolio were work samples, progress reports, behavior reports, notes from parents and daily reports. The teacher sent home daily reports that the performance, conformance and promptly to contain levels of Adam’s tasks and objectives / benchmarks. His parents signed and returned the daily reports and was part of his portfolio. The daily reports were used to assist in the evaluation of Adam.

The school psychologist conducted the functional analysis to determine why Adam was exhibiting disruptive behavior. Were sent to complete questionnaires for the parents home. Screaming and biting behaviors were his parents and teachers were worried. The class teacher was responsible for the collection of data on the behavior. The psychologist and the teacher has a data collection form. The teacher recorded the occurrence of undesirable behaviors. The information from the parents, teachers and psychologists observations were created by the psychologist and the report was written.

The occupational therapist observed Adam, evaluated him and wrote a report. The school nurse Adam tested with a special device. She could see that his hearing seemed to be normal. Adam’s parents reported no problems with his eyesight and hearing. The speech therapist who worked with him last year, which rated him as well.

Other tests may be the diagnosis and assessment of students with autism, the Autism Behavior Checklist (ABC), Autism Diagnostic Interview-Revised (ADI-R), Childhood Autism Rating Scale (CARS) and Pre-Linguistic Autism Diagnostic Observation Schedule (PL-ADOS). These tests are individual autism assessment instruments specifically designed to assess children with autism. In addition, these tests are based either on historical information about the child’s behavior (usually by a parent) is provided, the direct observation of the child by a professional or a combination of these methods.

Adam’s rating for its three-year evaluation was extensive and comprehensive. 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) determines that his team was the appropriate placement. Occupational Therapy (OT) services have been recommended. The occupational therapist wrote a number of objectives and provide services for Adam. The functional analysis showed that Adam’s undesirable behavior occurred during the transitions. The assistive technology assessment revealed that Adam excelled in this area. No recommendations were necessary. Although Adam was assessing extensive and requires hard work for the IEP team provided valuable information that the team supports its recommendations for education Adam. The evaluation also revealed that Adam made great progress in his special day class setting.

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Tags: autism, education, Educational, Evaluation, special, students

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