Assessment and Planning in K-12 Schools: A Social-Ecological Approach

Autor/inn/en	Walker, Virginia L.; DeSpain, Stephanie N.; Thompson, James R.; Hughes, Carolyn
Titel	Assessment and Planning in K-12 Schools: A Social-Ecological Approach
Quelle	2 (2014) 2, S.125-139 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
DOI	10.1352/2326-6988-2.2.125
Schlagwörter	Educational Assessment; Educational Planning; Elementary Secondary Education; Needs Assessment; Problem Solving; Intellectual Disability; Developmental Disabilities; Identification; Measures (Individuals); Case Studies; Program Implementation; Inclusion; Special Education; Educational Legislation; Equal Education; Federal Legislation; Urban Areas; Rural Areas + Suchen Sie Ihr Suchwort? Education; assessment; Bewertungssystem; Bildungsplanung; Bedarfsermittlung; Problemlösen; Intellect; Disability; Disabilities; Verstand; Behinderung; Entwicklungsstörung; Identifikation; Identifizierung; Messdaten; Case study; Fallstudie; Case Study; Inklusion; Special needs education; Sonderpädagogik; Sonderschulwesen; Bildungsrecht; Schulgesetz; Bundesrecht; Urban area; Stadtregion; Rural area; Ländlicher Raum
Abstract	The Support Needs Assessment and Problem-Solving (SNAP) process is intended to assist educational teams in identifying and implementing supports for children with intellectual disability and related developmental disabilities (ID/DD) in K-12 schools. Each phase of the SNAP process is described, including identification of high priority support needs based on information derived from the Supports Intensity Scale-Children's Version (SIS-C). Two case studies of school teams using the SNAP process to identify and implement supports that enhanced opportunities for learning and participation of children in inclusive settings are presented. The importance of understanding children with ID/DD by their support needs and implications for team planning in K-12 schools are discussed. (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01