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Online · School of Education · Graduate Education

Educational Assessment for Special Needs
EDUC-621

  • CG
  • Section 8WK
  • 11/08/2019 to 04/16/2020
  • Modified 07/28/2020

Course Description

This course examines the processes and strategies for assessing students with special needs.

Requisites

Prerequisite

Background Check

Rationale

It is imperative for every school to have educators who understand the assessment process and can plan interventions for students who have learning difficulties and other related problems. Ministering to those in need is the professional responsibility of every educator and the spiritual mandate for every Christian. “Here is my servant,…my chosen one in whom I delight,… a bruised reed he will not break and a smoldering wick, he will not snuff out.” (Isaiah 42:1–3)

Measurable Learning Outcomes

Upon successful completion of this course, the candidate will be able to:

  1. Demonstrate professional responsibilities by consistent course participation and completion of all stated assignments in a timely manner.
  2. Integrate Christian and professional principles throughout the course.
  3. Compare and contrast various educational assessments in order to better assist students with special needs.
  4. Generalize current professional literature regarding educational assessment.
  5. Conceptualize and demonstrate the ability to apply theories and select appropriate tools of assessment when given “real world” scenarios of special needs students.
  6. Demonstrate educator competence in determining effective intervention needs based on assessment data for reading, written language and/or mathematics instruction when given “real world” scenarios of special needs students.
  7. Examine, administer, and interpret educational assessment materials.
  8. Formulate instructional strategies based on assessment to enhance the success of all learners.

Course Resources

Required Resource Purchases

Cohen, L. & Spenciner, L. (2015). Assessment of children and youth with special needs with Access (5th ed.). Upper Saddle River, NJ: Pearson Education. ISBN: 9780133570861.

The optional Math Inventory listed below can be purchased instead of this Reading Inventory, depending upon which content area the candidate chooses for the Client Report assignment. The candidate should read the instructions for this assignment in Blackboard and then purchase either the below reading or the math inventory.

Johns, J. L. (2017). Basic reading inventory: Pre-primer through grade twelve and early literacy assessments (12th ed.). Dubuque, IA: Kendall/Hunt Publishing Co. ISBN: 978-1524905620.

Disclaimer: The above resources provide information consistent with the latest research regarding the subject area. Liberty University does not necessarily endorse specific personal, religious, philosophical, or political positions found in these resources.

Optional Resource

This is an alternative option for the Reading Inventory listed above, depending on which content area the candidate chooses for the Client Report assignment:

Guillaume, A. (2005). Classroom mathematics inventory for grades K–6: An informal assessment. Boston, MA: Allyn and Bacon/Pearson Education. ISBN: 9780205402649.

Recommended Resource

American Psychological Association. Publication manual of the American psychological Association (Current ed.). Washington, D.C.: Author.

Additional Materials for Learning

    1. Computer with basic audio/video output equipment
    2. Internet access (broadband recommended)
    3. Blackboard recommended browsers
    4. Microsoft Office

Course Assignments

Textbook readings and lecture presentations/notes

Course Requirements Checklist

After reading the Course Syllabus and Student Expectations, the student will complete the related checklist found in Module/Week 1.

Discussion Board Forums (2)

Discussion boards are collaborative learning experiences. Therefore, the purpose of the Discussion Board Forums is to generate interaction among the candidates in regards to relevant current course topics. For Discussion Board Forums 1 and 2, the candidate is required to post one thread of 500–600 words. The candidate will also post two substantive replies of 200–250 words. (MLO: A, B, D)

Requirements for Teacher Preparation Programs.

The candidate will read the Special Education documents and Dyslexia Awareness Training materials related to the Requirements for Teacher Preparation Programs. Then submit the Dyslexia Awareness completion Certificate in LiveText and complete a quiz covering the contents of this assignment. (MLO: A, D)

Group Discussion Board Forum

There will be one Group Discussion Board Forum in this course that will allow the candidate to select a group in which to participate based on his/her academic area of expertise or interest (reading, mathematics, or written language). The purpose is to generate interaction among the candidates in regards to a specific academic area for assessment. For this collaborative discussion board, the candidate must post one thread of 500–600 words and two replies of 200–250 words each. Posts must be supported with at least two references in current APA format. Acceptable sources include the Mental Measurements Yearbook (MMY) and the test publishers' websites (listed in the MMY). (MLO: A, C)

Client Report: Plan

The candidate will complete the Client Report: Plan that will be used to complete the Client Report: Final Submission. MLO: A, G)

Client Report: Background and Teacher Referral

The candidate will submit the cover page of their selected Client Report with the Information and Client Background sections completed as well as the completed Teacher Referral Form. (MLO: A, G)

Client Report: Progress Check

The candidate will submit their completed Client Report: Progress Check. (MLO: A, G)

Client Report: Final Submission

The candidate will complete a Final Client Report based on 1 of the assessment instruments (Reading, Early Literacy, or Math). (MLO: A, E, F, G, H)

Article Review (1)

The candidate will examine one special education research article from a current peer-reviewed journal and submit a 1–2-page scholarly review written in current APA format in Microsoft Word. (MLO: A, D)

Case Studies (2)

The candidate will complete two graded exams in which test scores for a given case study will be interpreted. The candidate must then provide recommendations based on the data sets provided. (MLO A, F, H)

Test Reviews (5)

The candidate will choose five assessment instruments from the assigned textbook chapters and submit a written evaluation using the Test Review Form based on information from the Mental Measurements Yearbook (MMY) and Tests in Print database available through Liberty University Online’s Research Portal. MLO: A, C)

Quizzes (5)

The candidate will complete five quizzes. Each quiz will consist of 12 multiple-choice and multiple answer questions as well as one essay question based on the textbook readings. Each quiz is open book/open notes and must be completed in two hours. Once the quiz has begun, it must be completed and cannot be finished at a later time. (MLO: A, E, H)

Course Grading

Course Requirements Checklist

10

Discussion Board Forums

(2 at 80 pts ea)

160

SPED and Dyslexia Quiz

50

Group Discussion Board Forum

80

Client Report: Plan Form

30

Client Report: Background and Teacher Referral

30

Client Report: Progress Check

30

Client Report: Final Submission

100

Article Review

 

70

Case Studies

(2 at 50 pts ea)

100

Test Reviews

(5 at 40 pts ea)

200

Quizzes

(5 at 30 pts ea)

150

Total

1010

Policies

Late Assignment Policy

Course Assignments, including discussion boards, exams, and other graded assignments, should be submitted on time.

If the student is unable to complete an assignment on time, then he or she must contact the instructor immediately by email.

Assignments that are submitted after the due date without prior approval from the instructor will receive the following deductions:

  1. Late assignments submitted within one week after the due date will receive up to a 10% deduction.
  2. Assignments submitted more than one week and less than 2 weeks late will receive up to a 20% deduction.
  3. Assignments submitted two weeks late or after the final date of the course will not be accepted outside of special circumstances (e.g. death in the family, significant personal health issues), which will be reviewed on a case-by-case basis by the instructor.
  4. Group projects, including group discussion board threads and/or replies, and assignments will not be accepted after the due date outside of special circumstances (e.g. death in the family, significant personal health issues), which will be reviewed on a case-by-case basis by the instructor.

Disability Assistance

Students with a disability and those with medical conditions associated with pregnancy may contact Liberty University’s Online Office of Disability Accommodation Support (ODAS) at [email protected] for accommodations.  Such accommodations require appropriate documentation of your condition.   For more information about ODAS and the accommodations process, including how to request an accommodation, please visit https://www.liberty.edu/online/online-disability-accommodation-support/. Requests for accommodations not related to disabilities or pregnancy must be directed to the Registrar’s Office, which generally handles medical needs support.

If you have a complaint related to disability discrimination or an accommodation that was not provided, you may contact ODAS or the Office of Equity and Compliance by phone at (434) 592-4999 or by email at [email protected].  Click to see a full copy of Liberty’s Discrimination, Harassment, and Sexual Misconduct Policy or the Student Disability Grievance Policy and Procedures.

Course Attendance

In an effort to comply with U.S. Department of Education policies, attendance is measured by physical class attendance or any submission of a required assignment within the enrollment dates of the course (such as examinations, written papers or projects, any discussion board posts, etc.) or initiating any communication with one’s professor regarding an academic subject. More information regarding the attendance policy can be found in the Academic Course Catalogs. Regular attendance in online courses is expected throughout the length of the term. Students who do not attend within the first week of a sub-term by submitting a required academic assignment (such as the Course Requirements Checklist, an examination, written paper or project, discussion board post, or other academic activity) will be dropped from the course. Students who wish to re-engage in the course are encouraged to contact Academic Advising to discuss their enrollment options. Students who begin an online course, but at some point in the semester cease attending, and do not provide official notification to withdraw, will be assigned a grade of “FN” (Failure for Non-Attendance). Students wishing to withdraw from courses after the official start date should familiarize themselves with the withdrawal policy.

Grading Scale

A- B+ B B- C+ C C- D+ D D- F
940-1010 920-939 900-919 860-899 840-859 820-839 780-819 760-779 740-759 700-739 680-699 679 and below

For courses with a Pass/NP final grade, please refer to the Course Grading section of this syllabus for the assignment requirements and/or point value required to earn a Passing final grade.

Add/Drop Policy

The full policy statement and procedures are published in the Policy Directory.

Honor Code

Liberty University comprises a network of students, Alumni, faculty, staff and supporters that together form a Christian community based upon the truth of the Bible. This truth defines our foundational principles, from our Doctrinal Statement to the Code of Honor. These principles irrevocably align Liberty University’s operational procedures with the long tradition of university culture, which remains distinctively Christian, designed to preserve and advance truth. Our desire is to create a safe, comfortable environment within our community of learning, and we extend our academic and spiritual resources to all of our students with the goal of fostering academic maturity, spiritual growth and character development.

Communities are predicated on shared values and goals. The Code of Honor, an expression of the values from which our Doctrinal Statement was born, defines the fundamental principles by which our community exists. At the core of this code lie two essential concepts: a belief in the significance of all individuals, and a reliance on the existence of objective truth.

While we acknowledge that some may disagree with various elements of the Code of Honor, we maintain the expectation that our students will commit to respect and uphold the Code while enrolled at Liberty University.

Adherence to the principles and concepts established within facilitates the success of our students and strengthens the Liberty community.

The Code of Honor can be viewed in its entirety at http://www.liberty.edu/index.cfm?PID=19155.

Schedule

EDUC 621

Textbooks:   Cohen & Spenciner, Assessment of Children and Youth with Special Needs (2015).

Either: Johns, et al., Basic Reading Inventory (2017).

Or: Guillaume, Classroom Mathematics Inventory for Grades K-6 (2005).

Module/Week

Reading & Study

Assignments

Points

1

Cohen & Spenciner: chs. 1–4

3 presentations

 1 participant selected article

Course Requirements Checklist

Advising Guide Acknowledgement

Class Introductions

Article Review

Quiz 1

10

0

0

70

30

2

Cohen & Spenciner: chs. 5–7

SLD and Dyslexia Awareness Training materials

1 presentation

Client Report: Plan

SLD and Dyslexia Quiz

Dyslexia Awareness Training Certificate

Case Study A

30

30

20

50

3

Cohen & Spenciner: ch. 16

2 presentations

DB Forum 1

Test Review 1

80

40

4

Cohen & Spenciner: chs. 8–9

1 presentation

Client Report: Backgr. and T. Referral

Test Review 2

Quiz 2

30

40

30

5

Cohen & Spenciner: chs. 10–11

1 presentation

Group DB Forum

Test Review 3

Quiz 3

80

40

30

6

Cohen & Spenciner: chs. 12–13

1 presentation

Client Report: Progress Check

Test Review 4

Quiz 4

30

40

30

7

Cohen & Spenciner: chs. 14–15

1 presentation
1 selected article

DB Forum 2

Test Review 5

Quiz 5

80

40

30

8

Cohen & Spenciner: chs. 17–18

2 presentations

Final Client Report

Case Study B

100

50

Total

1010

DB = Discussion Board    

SLD = Specific Learning Disabilities  

Backgr.= Background  

T. = Teacher

NOTE: Each course module/week begins on Monday morning at 12:00 a.m. (ET) and ends on Sunday night at 11:59 p.m. (ET). The final module/week ends at 11:59 p.m. (ET) on Friday.