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SPED 621 LEC 1/2
| Term | Definition |
|---|---|
| Assessment | Process of gathering information for the purpose of making decisions |
| IDEA | Individuals with Disabilities Education Act, a federal law ensuring services and supports for children and youth with disabilities from birth through age 21. |
| Child Find | a legal requirement that schools find all children who have disabilities and who may be entitled to special education services; it covers every child from birth through age 21. |
| IDEA Part C | Early Intervention services for infants and toddlers (birth to age 3) with disabilities; includes a Child Find program to identify, locate, and evaluate them as early as possible. |
| IDEA Part B | Special education and related services for children and youth (ages 3–21) with disabilities; includes a Child Find process to identify, locate, and evaluate children in need of these services. |
| Systematic inquiry, Competence, Integrity, Respect for People | What are the 4 Ethical Principles in all evaluation & assessment? |
| Systematic Inquiry | Evaluations are planned, purposeful, and relevant; use a methodical process and collect only data needed to answer your question. |
| Competence | Provide skilled, professional services using tools and methods you are trained in; monitor and adjust for administration drift. |
| Integrity | Be honest and transparent; communicate limitations, disclose conflicts of interest, and accurately represent procedures, data, and findings. |
| Respect for People | Value each person’s dignity, well-being, and culture. Follow ethical rules by ensuring informed consent, protecting confidentiality, and providing fair access to evaluation benefits. |
| Decision Points in choosing Evaluation or Assessment tool/procedure | (1) Qualifications, (2) Utility/Purpose, (3) Authenticity, (4) Equity, (5) Technical Quality |
| Level A (Test Purchase and Administration Level) | Anyone may purchase this test. |
| Level B (Test Purchase and Administration Level) | Master’s degree in a relevant field with training in ethical test use, or professional certification/membership, healthcare license, or work at an accredited institution. |
| Level C (Test Purchase and Administration Level) | Requires a doctorate in a relevant field with training in ethical test use, or state licensure/certification, or professional organization membership in a field requiring advanced assessment expertise. |
| Qualifications | Evaluators should use tests only if they have the training and credentials required by the published tool; do not use tools if unqualified. |
| Utility/Purpose | Assess whether the tool is appropriate for the child’s age, determines eligibility, informs intervention or teaching, provides diagnostic info, or measures progress. |
| Authenticity | Consider whether the tool measures responses in natural settings, relies only on item administration, uses contrived settings, and includes caregiver interviews. |
| Equity | Determine if the test is suitable for children with disabilities and if the norm sample reflects diverse backgrounds, including the child being assessed. |
| Technical Quality | Evaluate reliability, validity, sensitivity, specificity, norm- or criterion-referencing, basal and ceiling rules, measurement scales, and the degree to which the tool uses natural settings or includes caregiver input. |
| Early Childhood Education (before kindergarten) | ECE |
| ECSE | Early Childhood Special Education |
| Collaborative Partnerships | Families, teachers, and professionals working together to support a child. |
| Conventional Assessment | Structured tests in a controlled setting to measure skills or knowledge. |
| Blended Practices | Combining general and special education strategies for all children. |
| Authentic Assessment | Assessing children in natural settings using familiar materials and people. |
| Contrived Setting | Evaluator sets up tasks or materials to test specific skills; non-contextual. |
| Natural Setting | Observing a child in real-life situations; contextual assessment. |
| Gesell’s Theory of Maturation | Children develop in a fixed order; environment, heredity, and temperament affect pace. |
| Gesell’s National Study | Observed 10,000+ children in the 1920s, tracking development in multiple domains. |
| Gesell Developmental Observation (Revised) | Updated tool that outlines typical developmental milestones based on normal growth patterns. |
| Child Development Milestones | Can be early, normal, late-normal, or delayed. |
| 5 Areas of Child Development | Motor, Communication, Cognitive, Adaptive, Social-Emotional. |
| Gross Motor Skills | Large muscles; develop head-to-feet and center-out; bilateral before unilateral. |
| Fine Motor Skills | Small muscles; include grasp, release, and manipulation; support daily living and school skills. |
| Muscle Tone | Supports smooth movement; abnormalities can limit motor skills. |
| Hypertonia | Tight muscles; common in cerebral palsy. |
| Hypotonia | Low muscle tone; common in Down syndrome and ASD. |
| Adaptive Skills | Daily living skills like eating, dressing, grooming, toileting; age- and culture-dependent. |
| Cognitive Domain | Gaining, organizing, and using knowledge; includes attention, memory, language, thinking, and reasoning. |
| Social-Emotional Development | Depends on self-regulation, temperament, cognition, and environment; affects learning and interactions. |
| Social-emotional traits | Personality traits such as activity level, focus, reaction speed, emotion intensity, and persistence that shape how a child learns and interacts with others. |
| Social Referencing | Child uses others’ cues to guide behavior in uncertain situations. |
| Communication Domain | Intersects with cognition and social-emotional skills; includes expressive, receptive, and pragmatic language. |
| Receptive Language | Ability to understand and process what others say or do. |
| Expressive Language | Ability to share thoughts, needs, or ideas through words, writing, or gestures. |
| Pragmatics | Knowing how to use language correctly in social settings and conversations. |
| Language Sample | Observational assessment in natural settings; considers culture and context; provides authentic communication info. |
Created by:
brimariie
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