Essay Sample on Special Education Evaluation

Assessment Summary of Results that Will Guide Educational Decision Technical Sound and How it Minimizes Rater Bias Why the Assessment Tool is Appropriate for this Study

WJ III GIA score Adam has slow but careful attention to school tasks. Adam is caring, attentive, conscientious and shy. His mood varies normally amid the fact that some behaviors might be preventing him to perform better. He also talks less than other boys, and at times he avoids interaction with peers. Comparability reduces bias since informed judgment is made from the factual analysis. Also, the teacher only gives the observable features that can be used to trace the challenges of Adam. The score assessment is used to gather a clearer assessment that is used to attain an understanding of the learners' difficulties in cognitive functioning. The possibility of disability can be outlined with the assessment.

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Universal non-verbal Intelligence tests in Conjunction with WJ III GIA test Adam always portrays a lethargic behavior when seated. He seems sluggish and lacking lamb some energy for his physical body activities. He generally talks less and spends more time on a single task as compared to other boys. Since he is easily distracted, he typically avoids interacting with other boys. Since his health conditions during birth, growth, and life after birth, Adam has never been subjected to a different environment that could affect his mental capability. The test minimizes bias since it is also done to all the learners. It is usually based on the observable features. WJ III GIA score is a comparative analysis that involves all learners thus the comparison reduces rater bias. It is viable in finding out the exact issues portrayed by a learner concerning their behavioral changes and association skills with peers.

Woodcock-Johnson III Tests of Cognitive Abilities

All subtests proved that Adam was average. WJ III Test of cognitive abilities proved that he had a sluggish overall intellectual ability concerning academic achievement, specific cognitive ability and oral language skills and ability. As a formal assessment, each student is put under the same measurement. Thus it minimizes rater bias. Also, mistakes of the examiner are reduced by analyzing the results from the help of statistical analysis. The approach helps in gaining a clearer understanding of the way students perform concerning other students in the same class and within the same group. The assessment tool for cognitive ability test is appropriate for this situation since it offers grounds for outsourcing the primary cause of the disability portrayed.

Part 1 Special Report Analysis

Special Educational Eligibility Analysis and Criteria

Adam does not portray any factor that requires him to be subjected to special education. The only factor to consider is to be giving him enough time to complete his tasks as he has portrayed to be slow in undertaking out his functions.

Modifications and Accommodations

Adam should be allowed to be taking extra time in performing his task since time factor has been found to be a fundamental aspect in his undertakings. Having found out that Adam is very organized amid the fact that he portrays ability to listen comprehensively, engage short-term memory, long-term retrieval, and auditory processing is a list of his strengths (Camilli, Vargas, Ryan & Barnett, 2010). Adam's cognitive ability seems to be lower as compared to other learners, but the fact is that his character portrays normal behavior but with slowness in all actions. Non-verbal intelligence was done and provided background information on the strengths and weaknesses associated with his character. Adam is therefore regular according to WJ III GIA test and UNIT FSIQ score.

Appropriate Justification

Adam portrays a unique behavior. His personality is associated with calmness, slow but sure character, and calmness.

Script Conversation with Parents and Consent for Describing Results

Adam's father provided extensive information on the proper health condition of Adam concerning his birth and life after birth (McEwan, 2015). The father was frank to outline that Adam had been carried through various tests that proved his excellent health. The father also described that since his schooling age, Adam cognitive development progressed usually. He also explained that Adam was an affectionate child, playful and at times he was shy. The results described by his father especially shyness and calmness is a recurrent trait thus the evaluation by the teacher was right (McEwan, 2015). The fact that Adam's father outlined all the positive aspects of Adam and proved that he had no mental challenge does not give the consent to describe Adam in the perspective of a disabled person.

References

Camilli, G., Vargas, S., Ryan, S., & Barnett, W. S. (2010). Meta-analysis of the effects of early education interventions on cognitive and social development. Teachers college record, 112(3), 579-620.

McEwan, P. J. (2015). Improving learning in primary schools of developing countries: A meta-analysis of randomized experiments. Review of Educational Research, 85(3), 353-394.