METRO MANILA COLLEGE

U-site Brgy. Kaligayahan, Novaliches, Quezon City

COLLEGE OF EDUCATION

EDUC6 – Foundation of Special and Inclusive Education

Module 7
LOCSIN ANNALYN C.
BEED-3A

Lesson 7 – Assessment Purposes, Placement, Accommodations and Parent Involvement

Objective
 Define the assessment, placement, accommodation and modification and parent
involvement
 Identify the different process of assessment, placement, accommodation and
modification and parent involvement

Getting Ready
Choose the correct answer in the box below.

Parent Involvement Placement Modification

Accommodation Assessment

1. It is the process of collecting information about a child’s strengths and needs.

ASSESSMENT
2. Assessment result are used to decide a child’s appropriate education placement within
a continuum from the least to the most restrictive settings. PLACEMENT
3. It is a supports provided to students to help gain full access to class content and
instruction, without altering the curriculum standard and competencies.
ACCOMMODATIONS
4. This is provided for students with significant or severe disabilities where content
expectations. MODIFICATION
5. They are also involvement in education, planning, and management of children with
disabilities and additional needs. PARENT INVOLVEMENT
Looking Back
Identify the following
1. He provide the assessment model that begin with pre- referral process. TYLOR
2. Children who are at risk or suspected to have additional needs. COMMUNITY-BASED
SCREENING
3. The process in which a child is noted with significant disabilities. PRE-REFERRAL
PROCESS
4. It begins by identifying students who have developmental risk. REFERRAL FOR
EVALUATION AND SPECIAL EDUCATION SERVICES
5. Social worker used in-order to identify if the child has disabilities. DEVELOPMENT
SCREENING

Brief introduction

I. Assessment
Is the process of collecting information about a child’s strengths and
needs. It uses a problem-solving proves that involves a systematic collection as well as
interpretation of data gathering (Salvia et al., 2013)

A. Assessment Purposes
Assessment has a variety of purpose in special and inclusive education. It
begins with initial identification that was explained in the previous section in
Child Find and the pre-referral process. The results of an assessment are used
to decide on a child’s educational placement and to plan instructional
programs for a child identified to have additional needs.

There are a variety of assessment methods that regular and special

education teachers can use. This section covers the following:
1. Interviews
2. Observations
3. Checklist or Rating Scales
4. Test

B. Methods of Assessment
Test – School psychologist, educational diagnosticians, and other related
professional use a variety of assessment tools to ensure that result are valid
and reliable.
 Norm-Referenced Tests – are standardized assessments that compare a
child’s performance with a representative sample of students of the same
chronological age. Such tests are rigorously made by a team. Result are
reported as percentile ranks and age and grade equivalent scores, which makes
it easier for professionals to determine class and individual performance.

Criterion-Referenced Tests – compare a child’s performance based on

established standards and competencies and can be used to describe student
performance (Jennings et al. 2006 as cited in Spinelli 2012). Scores are
typically reported as simple numerical scores, percentage of correct responses,
letter grades, or graphic score reports. Such assessment data are more useful
and relevant as these provide specific skills a child has mastered and those
that need additional instruction (Gargiulo 2012).

Informal Assessment – professionals also use Informal or Non-

Standardized Assessment, which are considered more authentic and thus can
be used primarily to describe performance and inform instruction. Such
assessments can be curriculum-based or performance-based, such as the
teacher-made instruments used in classrooms and portfolio assessments.

Authentic Assessment – the use of tests, whether formal of informal, is

only one method of assessment. There are other ways of assessing students
considered at-risk for developmental delays or have additional needs. On that
is highly recommended by professionals is the use of authentic assessment
methods and tools. Authentic Assessments provide students the opportunity to
apply knowledge and skills in meaningful, real-world setting.

Observation – is the example of Authentic Assessment, young students as

they interact with family members, peers, and objects in naturally occurring
activities across setting (e.g., home, school, playground, etc.) and routines.
During observations, teachers and specialists can use running records which
focuses on the occurrence of behaviors as they happen sequentially. Clay
(2000 as cited in Dennis et al. 2013) identified essential information to be
included in a running record:
 Date and time of the observation
 Names of children involved
 Location of the incident
 Verbatim recording of what the children said
 Actual events that occurred

 Anecdotal records contain shorter descriptions of incidents or anecdotes
that teachers and specialists can use to analyze a student’s behavior and plan
strategies for a specific child or group of children.
 Play-based Assessment
 Portfolio Assessment

C. Assessment Principles
Should be anchored on principles as provided by the Division for Early
Childhood of the Council for Exceptional Students (DEC) (2014). Child – and
Family-Centered practices, a team-based approach, application of
individualized and appropriate process, and use of genuine and meaningful
communication that adhere to ethical and legal practices are the
recommendations provided by the DEC.

II. Placement
Assessment result are used to decide a child’s appropriate education
placement within a continuum from the least to the most restrictive settings.

Home/Hospital Program

Residential Facility

Special Education Class in a Special Education

Self-Contained Special Education Class in a General

Educaiton

General Education Class with Resource Center Instruction

General Education Class (Inclusion or Co-Taught with a

Special Educaiton Teacher)

General Educaiton Class with Related Services

General Education Class with Modifications

III. Accommodations and Curricular Modifications
A. Accommodations
Are supports provided to students to help gain full access to class
content and instruction, without altering the curriculum standard and
competencies expected and to demonstrate accurately what they know. When
accommodations are provided in general education classroom for children with
disabilities, barriers are removed from accessing education.

1. Presentation Accommodations

Learning Needs Examples of Accommodations

Visual Support Minimize visual distraction
Visual cues
Use large print material
Use of sign language
Videos with close captioning
Auditory and Read aloud by a peer
Comprehension Support Audio books
Digital text that read aloud or gives definitions of words
Text-to-speech software
Advance organizer or story guide
Highlighting or color coding
Listening and Focusing Advance organizer
Explicit verbal or visual cues; physical prompts
Repeat/clarify directions and important information
Note-taking support
Copy of direction
 2. Response Accommodations

Learning Needs Examples of Accommodations

Writing Difficulty Different size/diameter of pencil, marker, or crayon
(e.g., Errors in spacing, Pencil or pen grip (triangular, pear-shaped)
visual-perceptual or Scribe to record dictated responses
spatial-orientation, Finger spacer
illegible handwriting) Handwriting template/guide on the student’s desk
Visual cues on paper
Different types and size of paper
Written expression Electronic dictionary with spell check
Difficulty Online dictionary
Word processor with spelling and grammar check
Writing cues cards
List of sight words
Writing template, outlines and graphic organizers
Math Difficulty Calculator
Concrete models and manipulatives
Visual presentation
Problem-solving guides
Graphic organizer
Special paper – graphing paper for computation

3. Setting Accommodation
The location or conditions of the educational setting or environment may
be necessary for students who need support in terms of behavior, attention,
and organization of space and materials.

4. Scheduling Accommodations
Is the changing time allotment, schedule of tasks and assessments, and
management of time are some types of scheduling accommodations.
Examples of Accommodations
 Extending time for assignments and assessments
 Providing breaks in between tasks
 Providing a visual schedule or a checklist of individual
responsibilities
 Providing predictable routines and procedures
 Providing an electronic device with alarms and cues
 B. Modification
Curriculum Modifications are provided for students with
significant or severe disabilities where content expectations are
altered, and the performance outcomes are changed in relation to what
are expected of typically developing students of the same age (DEC
2007).

IV. Parent Involvement

It has long been established that parent involvement in education,
planning, and management of children with disabilities and additional needs is
essential as they are the primary caregivers and have direct influence on their
children.
This is anchored on Bronfenbrenner’s Human Ecological Theory, which
states that there are five environmental systems that comprise a child’s social
context. For the purposes of this book, focus is given on the microsystem, where
the child and his/her family belong, along with peers school, and the immediate
community. Within these microsystem, a child has direct interactions with
parents, teachers, peers, and other; while the mesosystem refers to the linkages or
relationship between microsystems such as the connections between family
experiences and school experiences and between family and peers (Santrock
2011).

Turnbull and Turnbull (2002 cited in Kirk et al. 2015) provided the Principles of a
Family-Centered Model:
1. Honors the family choice by changing the power relationship between
professional and families.
2. Abandons a pathology orientation and adopts a strengths orientations.
3. Where the entire family becomes the unit of support and not just the
child with disability and the child’s mother.
A. Home-School Communication
Established the critical role of parents in a student’s developmental and
academic progress and achievement, it is essential that there is a close home
and school collaboration and communication.

1. Parent – Teacher Conferences

Are face-to-face meeting held between parents and teachers.
Conducting such meetings is necessary so parents of students with
disabilities and additional needs will be able to share about their
child’s background, strengths and abilities, history of difficulties, and
practices they have been implementing at home as well as
interventions done with other specialists.

2. Written Communication
Home-school communication may also be conducted through
written messages, such as the use of a home-school communication
notebook, where teachers and parents write homework assignments,
the student’s behavior in the classroom, as well as progress on
program goals.

3. Digital Communication
With the influx of mobile devices, many parents and families are
more able to communicate through electronic and digital means such
as email, text messages, and social network messaging systems.

4. Home-School Contracts
Contains a agreement between teachers and parents regarding
behavioral and/or academic goals for a students with disability. Just
like any formal contract, this is a written agreement between teachers,
parents, and students (when appropriate) on specific objectives and
corresponding reinforcements or rewards when they are met.

B. Other Ways to Involve Parents

a. Parent Education
May take the form of providing seminars and workshops to parents
to equip them with a better understanding of their child’s disability
and accompanying strengths, uniqueness, as well as specific
techniques and strategies that they can practice at home.
 b. Parents Support group
Are also helpful as parents are able to ask other parents about tips
and techniques to work with their children. Parent should be empowered so
that they can participate in planning and organizing parent support groups.

Let’s learn together!

Join in the discussion thread via google meet to have a deeper understanding
about our lesson.

1. Watch: https://www.youtube.com/watch?v=O0xdaCEqrU0

2. Read: https://www.naset.org/index.php?id=2876

3. Lesson Proper (Interactive Discussion)

4. Sharing and Clarifying of Ideas.

Test/Apply your understanding

GROUP ACTIVITY: Make a video presentation about what you have learned in our
topic for this day. These are the following topics that you are going to explain.
Assessment
Placement
Accommodation and Modification
Parent Involvement
 Sum it all
Put all your ideas together about our lesson using graphic organizer

Assessment Purposes, Placement,

Accommodations and Parent Involvement

Assessment Placement Accommodations Parent Involvement

and Curricular
Modifications

Assessment Purposes
Accommodations
Methods of Assessment Home-School
Modifications Communication
Assessment Principles
Other Ways to Involve
Parents

Post Test
Google Form: Identification
1. The location or conditions of the educational setting or environment may be necessary for
students who need support in terms of behavior, attention, and organization of space and
materials. Setting Accommodation
2. They are the primary caregivers and have direct influence on their children in education
planning and management of children with disabilities. Parent Involvement
3. It is the way which instructional or test content is presented to a student’s Authentic
Assessment
4. A child has direct interactions with parents, teacher, peers and other. Observation
5. This is provided for students with significant or severe disabilities where content
expectations are altered. Modification
6. Established the critical role of parents in a student’s developmental and academic
progress and achievement. Home-School Communication
7. Assessment result are used to decide a child’s appropriate education within a continuum
from the least to the most restrictive settings. Placement
 8. Parents are able to ask other parents about tips and techniques to work with their children.
Parents Support group
9. This is a supports provided to students to help gain full access to class content and
instruction, without altering the curriculum standard and competencies.
Accommodations
10. A philosopher who state the five environmental systems that comprise a child's social
context? Bronfenbrenner
Modified True or False:
1. Collection is the process of collecting information about a child’s strength and
needs. True
2. Norm-referenced tests are standardized assessment that compare a child’s
performance with representative sample of students with the same chronological
age. True
3. Assessment has a variety of purpose is special and inclusive education True
4. Assessment principles should be anchored on rules as provided by the division for
early childhood of the council for exceptional students. True
5. Teachers and administrators make instructional decisions based on the assessment
results. True

Pause and Reflect

Reflect on your own learning from this module

1. What is the most important thing I learned in this lesson?

It is important for students with disabilities to have parent's involvement, teachers and
other agencies to work together to better assess those with special needs and pay
attention to their condition and it is also important to support their education.

2. What did I discover myself as a learner in this lesson?

That the importance of education should also be provided or experienced by special
needs and especially the guidance of parents and other organizations is very important
to assess and adopt such a program for those with disabilities.

3. How will I apply what I’ve learned in the future?

Encouraging parents to have an adequate education for their children with special
needs is very important because they also have the right to have an education.
References

https://www.specialeducationguide.com/pre-k-12/what-is-special-education/the-importance-of-
the-assessment-process/
https://www.naset.org/fileadmin/user_upload/Assessments/Intro_to_Assessment_Overview.pd

References
Beech , M. (2010). Accommodations for Students With Disability. 3rd Edition.Florida:
Department of Education

Dennis, L. R., Simpson, J., & Rueter. (2013.) “Authentic Assessment: establishing a clear
foundation for instructional practices.” Preventing School Failure 57 (4):189-195

Division of Early Childhood. (2014)(DEC recommended practices in early intervention/early

childhood special education.” Retrieved from http://www.dec-sped.org/recommendedpractices.

https://www.youtube.com/watch?v=O0xdaCEqrU0
https://www.naset.org/index.php?id=2876