Interview on Specialized Assessments in Education
The distinguishing criteria/factors between nonbiased formal and informal specialized diagnostic assessments administered to individuals with disabilities.
“The most significant difference between the two is that informal assessments are not based on. They are gathered more from observations, and help educators indicate a child’s mastery level of a particular skill. At the same time, formal assessments include some sort of data collected. Most of the data is collected from administered examinations. In my experience, I send parents standard individualized reviews that I deem will most benefit their child.
Out of 50 assessments, I typically send parents about five focusing on areas that I think their child will most succeed in. The questions are typically standardized; however, the individualized portion is which assessments the student will get.”
Examples of nonbiased formal and informal specialized diagnostic assessments that are administered to the students being evaluated, including any legal and ethical
“The most important thing to remember when talking about legality and ethics is that you must always attain consent. Regardless of the assessment, consent must be obtained prior to working or asking a child question. This includes questions as simple as asking a child their name. Additional examples of formal and informal assessments include tests, surveys, questionnaires,”
How the school specialist interprets information from a nonbiased formal and informal specialized diagnostic
“Typically, a school psychologist, SLP, or OT would conduct these assessments. Most of the time their assessment is observed by the behavioral analyst. When interpreting assessments, I’ve found that it’s important to understand if the environment was manipulated. For example, was there positive reinforcement use during the assessment, if so, what impact do they have on the”
How the assessment information is used in making eligibility, program, and placement decisions for students
“We look at assessments; however, meeting the child’s basic needs is what is most important, so we focus a lot of attention. Not all students will be outstanding in the classroom, but all students must be great in their daily living skills. So, our objective is to individualize the assessments and use the findings to meet the child’s basic needs first and the student’s academic needs.
Another thing to consider is communication and functional skills. Often, we see bright students with deficits in these two areas get placed in the special education classroom. This can include eating disorders as well as physical disabilities. One of the first areas I focus on with clients is expressing themselves in uncomfortable situations. The particular needs community is one of the most exploited because often they’re not taught how to adequately speak their discomforts and advocate for themselves in uncomfortable situations.”
Strategies for communicating specialized assessment results to various stakeholders, including parents and students
“If students can advocate for themselves, I will always ask for their input and encourage them to participate in all programs (IEP, 504, etc.) It’s important that students understand the reason they are in an IEP, and why they meet with so many specialists. In doing so, I try to highlight that all these adults are there to help. When working with other professionals my main goal is to highlight what’s in the best interest of the child. This is also the case when working with parents. Some parents lose focus on skills that benefit the child and will try to highlight areas that they think will ease things at home. For example, one thing I’m consistently having to remind parent is that there is no harm in their child stemming. ”
How could the assessment results affect possible accommodations or modifications in the IEP related to the classroom environment, instruction, and checks or testing conditions for students eligible for special education services?
“Essentially, it depends on the severity of the student’s disabilities. Testing conditions are usually the last thing we focus on cognitive ability, functional communication skills, behaviors, and what the school deems socially acceptable.
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Question 
Interview a school specialist (occupational therapist, physical therapist, or speech pathologist) about diagnostic assessments and their role in evaluating individuals with exceptionalities. Your interview should address the following prompts:
Interview on Specialized Assessments in Education
- The criteria and distinguishing factors of nonbiased formal and informal specialized diagnostic assessments;
- Examples of and how nonbiased formal specialized diagnostic assessments are administered to individuals with exceptionalities, including any legal and ethical requirements;
- How the school specialist interprets information from a nonbiased formal specialized diagnostic assessment;
- How the school specialist interprets information from a nonbiased informal specialized diagnostic assessment;
- How the assessment information is used in making eligibility, program, and placement decisions for individuals with exceptionalities;
- How the student’s need to be met if the assessment information does not result in a finding of a disability and disability
- Strategies for communicating specialized assessment results to various stakeholders.