Synopses & Reviews
This book presents clear and functional techniques for deciding what students with learning disabilities should be taught and how. This book can also function as a tool to assist pre-service teachers (students) with deciding how to teach and what to teach to regular/non-special education children.
Synopsis
Rather than focus on the individual as the primary lens into assessment, the authors argue that evaluations should center on the practice of what teachers do in various academic or social curricula. They present several functional decision making models of evaluation and teaching and then apply the models to academic, social skills, and task-related content. A number of case studies are included to illustrate how teachers can put curriculum-based evaluation into practice in a variety of programs.
Description
Includes bibliographical references (p. 524-548) and indexes.
Table of Contents
1. Educational Decision Making. 2. Thinking About Learning. 3. Thinking About the Curriculum. 4. Thinking About Instruction. 5. Fundamentals of Evaluation. 6. Tools for Assessment. 7. Problem-Solving Evaluation and Decision Making. 8. Reading Comprehension. 9. Decoding. 10. Language. 11. Written Expression. 12. Math. 13. Social Skills. 14. Task-Related Behaviors.