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Write My Essay For MeAssessing Students for Special Education
Week 7 – Assignment: Analyze a Student Evaluation for Special Education Services
Brief Fictitious Student Assessment Data: Attachment 1
Name: Peter Palmtree
School: No Chill Elementary School
Age: 8
Grade: 3
Reason for Referral
Peter was referred for a multi-disciplinary team evaluation due to learning difficulties in reading and written language.
Background Information
Peter lives with his mother and younger sister, who is six years old. He has displayed notable learning difficulties in reading and written language since first grade. Peter has received intervention services since second grade but is performing more similarly to a first grader in reading and written language. More recently, he has displayed frequent problems with inattentiveness, concentration, impulsivity, and periodic irritability.
Behavioral Observations
All evaluation team members easily established rapport with Peter. He did put forth a strong effort on all presented tasks but seemed less interested in content involving reading and written language. He appeared to perform best with mathematical concepts and visual-spatial tasks involving hands-on activities.
Intellectual Functioning
Wechsler Intelligence Scale for Children – Fifth Edition (WISC-V)
Index Range (Extremely Low to Extremely High)
Verbal Comprehension Low Average
Visual-Spatial Average
Fluid Reasoning Average
Working Memory Average
Processing Speed Average
Full Scale Average
Academic Achievement
Woodcock-Johnson Tests of Academic Achievement – Fourth Edition (WJ-IV)
Subtests Range (Extremely Limited to Advanced)
Basic Reading Skills Very Limited
Reading Comprehension Very Limited
Reading Fluency Very Limited
Reading Rate Limited
Subtests Range (Extremely Limited to Advanced)
Math Calculation Average
Math Problem Solving Average
Subtests Range (Extremely Limited to Advanced)
Basic Writing Limited
Written Expression Very Limited
Broad Areas Range (Extremely Limited to Advanced)
Broad Reading Very Limited
Broad Mathematics Average
Broad Written Language Limited
Social/Emotional/Behavioral Functioning
Conner’s Comprehensive Behavior Rating Scale (CBRS) Teacher Rating Scale
Atypical or elevated levels of:
ADHD Predominately Inattentive Type
ADHD Predominately Hyperactive-Impulsive Type
Generalized Anxiety Disorder
Typical or unremarkable levels of:
Conduct Disorder
Oppositional Defiant Disorder
Major Depressive Episode
Separation Anxiety Disorder
Social Phobia
Obsessive Compulsive Disorder
SE-5001: Assessing Students for Special Education
Week 7 – Assignment: Analyze a Student Evaluation for Special Education Services
Brief Fictitious Student Assessment Data: Attachment 2
Name: Susie Snowflake
School: Tundra Middle School
Age: 11
Grade: 6
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