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Autor/inn/en | Crepeau-Hobson, Franci; Vujeva, Hana |
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Titel | Assessment of Cognitive Ability of Students with Severe and Low-Incidence Disabilities--Part 2 |
Quelle | In: Communique, 41 (2012) 3, S.4 (3 Seiten)
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0164-775X |
Schlagwörter | Cognitive Ability; Language Impairments; Mental Retardation; Physical Disabilities; Evaluation; Severe Disabilities; Intelligence; Intelligence Tests; Normalization (Disabilities); Psychomotor Skills; Learning Disabilities; Special Education; Incidence; School Psychologists; Children; Cerebral Palsy; Scores; Intelligence Quotient; Test Norms; Stanford Binet Intelligence Scale Denkfähigkeit; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung; Geistige Behinderung; Physical handicap; Körperbehinderung; Evaluierung; Severe disability; Schwerbehinderung; Intelligenz; Klugheit; Intelligence test; Intelligenztest; Normalisierung; Psychomotorische Aktivität; Learning handicap; Lernbehinderung; Special needs education; Sonderpädagogik; Sonderschulwesen; Vorkommen; School psychologist; Psychologists; School; Schools; Schulpsychologe; Schulpsychologin; Psychologe; Psychologin; Psychologen; Schule; Child; Kind; Kinder; Hirnlähmung; Intelligenzquotient; Testnorm |
Abstract | The assessment of cognitive ability in students with the most severe disabilities presents a challenge to the clinicians who are charged with this task. This article is the second of a two-part series that summarizes what is currently known about effective assessment of the cognitive ability of students with significant impairments in order to improve service delivery to them. Part 1 presented background information and addressed assessment of cognitive ability in individuals with visual and hearing impairments. Part 2 summarizes the professional literature examining a variety of tests of cognitive ability that can be used with students with language impairments, motor impairments, and significant intellectual disabilities. [For Part 1, see EJ991790.] (ERIC). |
Anmerkungen | National Association of School Psychologists. 4340 East West Highway Suite 402, Bethesda, MD 20814. Tel: 301-657-0270; Fax: 301-657-0275; e-mail: publications@naspweb.org; Web site: http://www.nasponline.org/publications/ |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2017/4/10 |