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10 Cards in this Set

  • Front
  • Back
The beginning special education teacher
Applies knowledge of basic terminology used in assessment and evaluation,
the uses and limitations of various types of instruments and techniques, and
methods for monitoring the progress of individuals with disabilities.
The beginning special education teacher
Understands ethical concerns related to assessment and evaluation, including
legal provisions, regulations, and guidelines regarding unbiased evaluation and
the use of psychometric instruments and instructional assessment measures
with individuals with disabilities.
The beginning special education teacher
Identifies appropriate evaluation strategies for individual students with diverse
characteristics and needs (e.g., related to culture, language, personal beliefs,
nature, severity of disabilities).
The beginning special education teacher
Applies knowledge of procedures for screening, prereferral intervention,
referral, and determining eligibility, including criteria used to determine
eligibility.
The beginning special education teacher
Knows how to gather background information regarding academic, medical,
and family history, collaborate with parents/guardians and with other
professionals to conduct assessments and evaluations, document ongoing
student assessment, and maintain accurate records.
The beginning special education teacher
Knows how to interpret and apply information from formal and informal
assessment and evaluation instruments and procedures, including interpreting
various types of scores (e.g., standard scores, percentile ranks, age/grade
equivalents).
The beginning special education teacher
Knows how to communicate assessment and evaluation results appropriately
to individuals with disabilities, parents/guardians, administrators, and other
professionals.
The beginning special education teacher
Understands the reciprocal nature of assessment and instruction; applies skills
for developing individualized assessment strategies to evaluate the results of
instruction; and knows how to use assessment and evaluation results to
design, monitor, and modify instruction for individuals with disabilities.
The beginning special education teacher
Knows how to design and use ecological assessments, portfolio assessments,
task analyses, and functional assessments (e.g., behavioral, social, communication)
to accommodate the unique abilities and needs of individuals with
disabilities.
The beginning special education teacher
Applies skills for using assessment and evaluation information from various
sources (e.g., teachers, other professionals, parents/guardians, individuals
with disabilities) to make instructional decisions, plan effective programs for
individuals with disabilities, including those from culturally and/or linguistically
diverse backgrounds, and identify supports needed for integration into various
program placements.