National Evaluation Series™ Profile: Special Education: Hearing Impaired (808)

Content Domain II: Assessing Students and Developing Individualized Education Programs (IEPs)

Recommendation for individuals using a screenreader: please set your punctuation settings to "most."

For example: types and characteristics of informal and formal assessments used to make placement and programming decisions; methods for determining learning styles and strengths; interpretation and use of assessment information to identify and understand students with special needs, to make placement and program recommendations, and to monitor progress; and assessment-related issues in special education (e.g., early identification and intervention, nondiscriminatory assessment).

Which of the following types of information would be useful for determining the reliability of a formal assessment instrument?

A panel of content experts has indicated that questions on the test are accurate and significant.
Students who take the test more than once receive similar scores each time.
Students who score high on the test also score high on other standardized tests.
The test scores of students from a variety of backgrounds are evenly distributed across the range of scores.

For example: types and characteristics of formal and informal assessments of auditory function; procedures for conducting different types of assessments (including screening procedures and procedures for ongoing assessment of auditory behavior in the classroom); and interpretation of assessment results.

In diagnosing a hearing loss, a bone-conduction test is primarily used to measure which of the following?

For example: types and characteristics of formal and informal language assessments used with students who are deaf or hard of hearing; basic procedures for conducting different types of receptive and expressive language assessments, including ongoing language assessment; and interpretation of assessment results.

For example: types and characteristics of formal and informal speech assessments used with students who are deaf or hard of hearing; procedures for conducting different types of speech assessments, including ongoing speech assessment; and interpretation and implication of assessment results.

Use the student speech assessment data below to answer the question that follows.

The data consists of a list of sounds with either a checkmark, a plus sign, or a minus sign next to each.

According to these assessment data, the student is experiencing most difficulty with which type of consonants?

For example: types and characteristics of formal and informal assessments of academic achievement; procedures for conducting assessments of academic achievement, including ongoing assessment; and interpretation of assessment results.

For example: roles and functions of team members; factors and procedures in gathering information, creating and maintaining records, determining appropriate placements, and developing IEPs for students who are deaf or hard of hearing; components of an IEP; and evaluation of student progress with respect to the general curriculum and IEP goals.

The IEP of a student with a hearing impairment and special education needs must include:

evidence from research findings documenting the appropriateness of approaches selected for use.
lesson plans to meet stated IEP objectives.
a summary of projected annual costs and staff hours required for implementing the IEP.
annual goals for the student's individualized program.