Review of Assessment Procedures for Students with Moderate and Severe Disabilities

Autor/inn/en	Siegel, Ellin; Allinder, Rose M.
Titel	Review of Assessment Procedures for Students with Moderate and Severe Disabilities
Quelle	In: Education and Training in Developmental Disabilities, 40 (2005) 4, S.343-351 (9 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1547-0350
Schlagwörter	Severe Disabilities; Moderate Mental Retardation; Special Education Teachers; Teacher Surveys; Standard Setting; Evaluation Criteria; Meta Analysis; Educational Research; Review (Reexamination); Research Methodology; Educational Diagnosis + Suchen Sie Ihr Suchwort? Severe disability; Schwerbehinderung; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Standardisierung; Meta-analysis; Metaanalyse; Bildungsforschung; Pädagogische Forschung; Wiederholungsprüfung; Research method; Forschungsmethode; Pedagogical diagnostics; Pädagogische Diagnostik
Abstract	Assessment procedures for students with moderate or severe disabilities cover a range of procedures and practices. This article reviews recommendations for assessment practices for these students. These recommendations are compared with the assessment actually conducted by a sample of 22 teachers of students with moderate and severe disabilities. Three assessment purposes were analyzed; diagnosis and placement, curriculum and program development, and evaluation. Results are discussed in terms of best practices and recommendations for assessment of students with moderate or severe disabilities. (Contains 1 table.) (Author).
Anmerkungen	Division on Developmental Disabilities, Council for Exceptional Children. DDD, PO Box 3512, Fayetteville, AR 72702. Tel: 479-575-3326; Fax: 479-575-6676; Web site: http://www.dddcec.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10