Traditional and Innovative Assessment Techniques for Students with Disabilities -- Traditional and Innovative Assessment Techniques for Students with Learning Disabilities -- Assessment of EBD -- Traditional and Innovative Assessment Techniques for Students with Intellectual Disabilities -- Traditional and Innovative Assessment Techniques for Students who are Deaf /Hard of Hearing -- Traditional and Innovative Assessment Techniques for Students with Visual Impairments -- Traditional and Innovative Assessment Techniques for Students with Autism -- Traditional and Innovative Assessment Techniques for Students with Extensive Support Needs -- Assessment of Students with Traumatic Brain Injuries -- Dynamic Assessment of Speech and Language Disorders: Examples for an Educational Setting -- Traditional and Innovative Assessment Techniques for Students with Physical Disabilities and Other Health Impairments -- Traditional and Innovative Assessment Techniques for Students from Culturally and Linguistically Diverse Backgrounds: Problematic Histories and Transformative Futures -- Traditional and Innovative Assessment Techniques for Students with Disabilities: Moving Forward.
Summary:
In order to properly understand and compare traditional and innovative assessment techniques for students with disabilities, we must be able to access examples of how they work in a logical and thoughtful sequence. This finely curated collection of thirteen chapters presents ideas and research on different disability topics from key leaders in the field of the assessment of children with disabilities. Written by well-known and respected researchers, scholars, and educators who are actively involved in teaching undergraduate and graduate special education courses on the assessment of students with disabilities, this volume opens with a thorough introduction on the current situation. The topics covered by the remaining chapters include students with learning and intellectual disabilities, emotional and behavioral disorders, sensory impairments, extensive support needs, traumatic brain injuries, and those who are culturally and linguistically diverse, autistic, and those who have physical disabilities. The concluding chapter muses on what the future holds for traditional and innovative assessment techniques for students with disabilities. This volume is an excellent resource for special education researchers, scholars, practitioners, and professionals who teach and serve young learners with disabilities.--back cover.
Series:
Advances in special education, 0270-4013 ; volume 36
This resource is supported by the Institute of Museum and Library Services under the provisions of the Library Services and Technology Act as administered by State Library of Iowa.