This course focuses on the task of assessing the exceptional learner and diagnosing his or her strengths and needs. The course will examine the common tests and evaluation systems used in public school special education and their relationship to writing and monitoring an IEP. Emphasis is placed on the significance of professional responsibility and ethical practice in special education. The course also addresses specific diagnostic procedures and the evaluation of data as part of the instructional process.
This graduate course is 6 weeks.
This course has a prerequisite. Please see details in the Prerequisite section below.
Attendance and participation are mandatory in all university courses, and specific requirements may differ by course. If attendance requirements are not met, a student may be removed from the course. Please review the Course Attendance Policy in the Catalog for more information.
This course is not available for enrollment to residents of Arkansas, Connecticut, Hawaii, Indiana, Iowa, Kansas, Kentucky, Massachusetts, Michigan, Minnesota, Missouri, New Jersey, New Mexico, New York, Ohio, Pennsylvania, Rhode Island, Tennessee, Texas, Utah, West Virginia. Wisconsin, Wyoming, and individuals who reside outside the United States
Conceptual Framework Themes Addressed This Week: Valuing Diversity, Practicing Professional Ethics
- Investigate federal legislation regarding assessment in special education.
- Examine the steps involved in the assessment process in special education.
- Determine the key stakeholders in the special education assessment process.
Conceptual Framework Themes Addressed This Week: Advocating for Learning, Collaborating With Professional Communities
- Analyze different types of assessments and evaluation systems used in public school special education.
- Evaluate the importance of using a variety of assessment instruments.
- Compare the purposes of norm-referenced assessments with criterion-referenced assessments.
- Examine universal, targeted, and intensive assessments for use in determining current performance levels.
Conceptual Framework Themes Addressed This Week: Advocating for Learning, Integrating Technology
- Explain the scoring terminology used in special education assessment.
- Investigate the use of technology in the assessment process.
- Interpret assessment data by analyzing multiple means of student learning and performance.
- Analyze the components of an educational assessment report.
Conceptual Framework Themes Addressed This Week: Advocating for Learning
- Determine the relationship between assessment and instructional planning.
- Investigate ongoing data analysis and reflection to improve planning and practice.
- Explore strategies for engaging learners in the assessment process to set goals for learning.
- Evaluate the role of ethics in the use of assessments and assessment data.
Conceptual Framework Themes Addressed This Week: Advocating for Learning, Practicing Professional Ethics
- Determine the role of RTI in special education assessment.
- Classify the essential components of a well-written IEP.
- Differentiate the information necessary for writing effective measurable goals for an IEP.
- Investigate special education programs, related services, and supports available for students with an IEP.
Conceptual Framework Themes Addressed This Week: Valuing Diversity, Collaborating With Professional Communities, Engaging in Reflective Practice
- Examine the requirements for evaluating and reporting student progress.
- Evaluate systems or programs available for progress monitoring.
- Differentiate strategies and procedures for establishing and maintaining a collaborative climate.
- Investigate methods for data sharing and providing feedback to all stakeholders.
NotesDuring the checkout process you will be prompted to provide proof of the requirement(s). If you completed the prerequisite at another institution be prepared to upload an official/unofficial transcript. If you have questions about meeting the prerequisite requirements for this course please contact an enrollment representative at 866-354-1800.
This graduate level course requires proof of completion of a Bachelor's degree. Be prepared to provide documentation during the checkout process.
The University of Phoenix reserves the right to modify courses.
Although our continuing education for teacher’s courses are accepted by some state agencies in the United States toward teacher certifications and endorsements, this may not be the case in all states or foreign jurisdictions. If you plan to use courses for certification or endorsement, please check with your own state agency and your school district for applicability. Continuing education for teachers’ courses is not eligible to apply to degree programs at University of Phoenix. These courses are not eligible for federal financial aid.
Transferability of credit is at the discretion of the receiving institution. It is the student’s responsibility to confirm whether credits earned at University of Phoenix will be accepted by another institution of the student’s choice.
While widely available, not all programs are available in all locations or in both online and on-campus formats. More information about eligibility requirements, policies, and procedures can be found in the catalog or please check with a University Enrollment Representative.