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Know what California Education Code states regarding the conditions that must be met before a vision and/or hearing loss can be classified as a disability.
Know the primary role(s) for school psychologists when assessing the student with a low incidence handicap.
Know what Californias Education Code states regarding the conditions that must be met when assessing deaf students.
Know what the Special Factors section of the IEP is used for.
Know how Californias Education Code defines a low incidence disability.
Know what students with low-incidence handicaps require in terms of services, equipment and materials.
Know how the Californias Education Code defines functionally blind, and pupil with low vision.
Know what the Californias Education Code states to be the requirements for the individuals conducting the special education eligibility assessments.
Know what the Californias Education Code states to be required of the tests used in the assessment of a student for special education eligibility.
Know the rate of autism in the general population.
Know DSM-IV-TR criteria for the PDDs.
Know the difference between education code and DSM.
Know the names of screening tools for ASD and the age groups that they are appropriate for.
Remember that in the diagnostic evaluation family history is important as this disorder runs in families.
Remember that he available research suggests the effective treatment of the child with autism must begin early and be intense.
Know the tools that are considered to be the gold standard in the diagnosis of autism.
Know the psychologists role in the identification and assessment of autism.
Know the reasons for making testing accommodations for the child with autism (i.e., to obtain valid test results).
Know the percentage of children with autism who are also mentally retarded.
Know the adaptive behavior profile of the student with Autistic Disorder.
Know the pre-assessment considerations when assessing a child with a known hearing and vision loss.
Know the purpose of understanding the cause(s) of a childs hearing loss.
Know why it is important to know the age of onset of a childs hearing loss?
Know the different causes of, and differences between, conductive and sensorineural hearing loss.
Know the different degrees of hearing loss and the implications of such for the psycho-educational assessment.
Know the role of verbal and non-verbal IQ testing for the student who is deaf.
Be able to identify the communication systems used among individuals who are deaf.
Know the role of the language, speech and hearing specialist in the assessment of the child who is deaf.
Know the appropriate testing accommodations for the child with a visual impairment.
Know what the terms legally blind mean.
Know what types of tests can typically be used without accommodation among individuals with visual impairments.
Know the role visual fatigue plays in the assessment of a child with a visual impairment.
Know what a functional vision assessment is and the title of the specialist who conducts such an evaluation.
Know the reasons for observing the child with a low incidence handicap in his or her classroom BEFORE testing.
Know the limitations of the Vineland Adaptive Behavior Scales when used with student who are visually impaired.
Know the roles of the school nurse, physical therapist, and occupational therapist in the assessment of the student with orthopedic impairments.
Be able to identify the orthopedic impairment that is known to have a high incidence of co-occurring reading disabilities?
Know the percentage of individuals with cerebral palsy who also have mental retardation?
Know the characteristics and associated features of neural tube defects and connective tissue diseases.
Know the prognosis of MD.
EDS 247: Assessment of Special Needs Exam Study Guide
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