Multidisciplinary Evaluation Essay

Met with Isaac Edward Smith on 03/13/2018 to conduct Diagnostic Interview. Intern Lopez-Ramirez from MRC program and Prince Smith, customer’s father, were in attendance. Isaac would like to be enrolled Project HIGHER because he will graduate from Hanks High School on June 12th and plans to enroll in the Graphics Design program. Isaac reported having Asperger syndrome. He was diagnosed when he was in the third grade and has been attending special education classes since elementary school. The main symptom customer reported was a short attention span. Isaac loses focus in his class after a while and will “drift off” to his own world. As a result, Isaac had been placed in special education classes for science, mathematics, and social studies.

Testing accommodations for high-stakes tests have recently become a topic of conversation among state and federal legislators. In addition to those higher up, classroom teachers of exceptional students (special needs) have begun to question the validity of tests for their students. Due to the rising number of high-stakes tests that are administered, there have been a number of research studies completed in order to help prove whether or not accommodations are even worth the time. Accommodations can include extended time, read-aloud sessions, test response style, etcetera. In the studies that are mentioned, different types of accommodations were provided, different age groups in different areas of our country. These studies, while having a wide range of age in their participants, all agree on the fact that accommodations should be provided for tests. These studies provide important data

Kaufman was found to have a fairly low Intelligence Quotient (IQ), it was low enough to have him labelled as “seriously learning disabled.” Because of this, Kaufman’s family reconsidered his whole future: they did not send him to the respected private school, Haverford Academy, as planned, but rather to a school made specifically for children with learning disabilities (Kaufman, 2013). “My fate,” Kaufman writes, was “sealed by a single test” (p. 21).

Anthony’s diagnosis would be that he has a specific learning disorder, with great impairment in reading impairment. According to the DSM-V criteria, Anthony has difficult in his reading comprehension as when he was prompted to recall what he read, he was unable to do so. Likewise, when taking his achievement test, he had trouble reading the scripts involved and comprehending the information presented in those passages. The school psychologist also noted that he struggled with the reading comprehension portion of the achievement test but did well in the math portion. It also took Anthony two minutes to read the first sentence of the confidentiality form, which demonstrates a poor reading rate for him.

The article titled “Hypertension” written by Neil R Poulter , Dorairaj Prabhakaran, Mark Caulfield. It published on journal “The lancet” volume 386. This article is reliable because it was published in august 22 in 2015, which means there has very useful information. Also, The website is always available and organized well which is makes the article reliable, and using formal English. The authors are credible. The site provided contact information such as e-mail.

believe Marcus’s school performance and experience would have been completely different had he been identified as EBD instead of LD. I believe this because the services Marcus would have received had he been labeled EBD, are completely different than the services he received for LD. As stated in the scenario on page 19, Marcus only received special education services for learning disabilities in reading and written expression. Therefore, he was not receiving any help for the behaviors he was exhibiting that were also negatively affecting his academic performance such as his test anxiety and the aggression he displayed along with the anxiety. Had he been identified EBD, he could have been working with a professional to lower his test anxiety

Since the goal is to keep John in the least restrictive environment yet ensure John is working to his ability and instruction is accommodated to fit his needs. In order to ensure John’s reading comprehension, written language, math abilities and frustration levels are monitored, he will be given additional assistance from the resource room for English, Science, Math and Social Studies. Including individually administered tests, including setting and time accommodations, assistance with directions, use of assistive technologies, and revisions of the test formats. (Elliot, Kratochwill & Schulte, 1998; Feldman, Kim & Elliot, 2011) John will be encouraged to take PE and art, as these are great outlets for John to be able to use his energetic

First grader Scott has exhibited behaviors of a suspected disability. With the receipt of written parental consent the evaluation process can begin. Under the obligations of Child Find specific procedures must be followed under state and federal law. Scott will be assigned a Multidisciplinary Evaluation Team (MET) is to evaluate the “five domains of development: “cognitive development, physical development, communication, social-emotional development, and adaptive development”. This comprehensive evaluation is to determine if Scott indeed has a disability or have a lag in development.

Utilizing, the Old Dominion library databases, an article was found concerning evidence -based assessments for children and adolescents with LD: in an effort to improve reliability and validity of assessments for children and adolescents with learning disabilities, researchers reviewed four assessments and identified problems with aptitude, low achievement levels and achievement discrepancies. This article details the nature of learning disabilities and four different assessment models for measuring children with LD. The article discusses using assessments with regard to specific considerations that make up criterion for LD identification and treatment.

Tim was diagnosed with specific learning disability (SLD). Time display the following characteristics: difficulties in read (dyslexia), difficulties in written (dysgraphia), and difficult to focus, prioritize and control impulses (Attention deficit hyperactivity disorder (ADHD)).

This week we read about assessments and different ways to evaluate and target the specific needs of the students that have intellectual disabilities. An educational plan created by the educational team provides strategies and accommodations to help move the student forward.

This paper will explore the validity of the notion that proper engagement with the history of international law makes necessary the undertaking of interdisciplinary investigations. First, it will outline what a proper engagement with history entails. In doing so, it will explore the arguments of leading scholars in the field such Martti Koskenniemi, Hillary Charlesworth, Antony Anghie, and Phillip Allott. In particular, it will explore themes relating to the importance of uncensored histories, overcoming colonial biases, a holistic understanding of the issues, infusing creativity in the self-definition of international law as profession and engendering human empathy into discourse about the history of international law. Second, it will define

The initial step in the special education process is to identify if a child needs special services. Bryanna has been spotted by here teachers as a student that is struggling in math and reading. Her test scores being as low as they have red flagged her for student that might need more help than others. This can be initiated by an administrator, teacher, or a parent that may think that a student needs to evaluate. In any situation a parent will have to give the school a written consent for their child to be evaluated. The school system has 60 days to complete the evaluation of the student. In Bryanna’s situation,

Choose a topic that you would like to write about. Since you will need to make a value judgment based on a set of criterion, you should know your subject well.

Teachers and school staff use ongoing assessments to determine a student’s ability level in different academic areas, as well as to learn the best way to help the student (Wolery, & Bailey, 2002). In the area of special education, the assessment process is undeniably essential. Parents, teachers, specialists and counselors will use different assessments to identify a student’s strengths and weaknesses, as well as their