Assessment and Programming for Young Children with by Rebecca R. Fewell (auth.), Cecil R. Reynolds, Julia H. Clark

By Rebecca R. Fewell (auth.), Cecil R. Reynolds, Julia H. Clark (eds.)

The public faculties have taken on expanding accountability over the past decade for supplying in-school academic prone to chil­ dren with low-incidence handicaps, young children who, now not very decades in the past, could were relegated to custodial care or constrained to care merely in the house. With the expanding accountability for instructing those young ones has come attractiveness that few people have the needful wisdom or talents to bring high quality companies to those chil­ dren. collage courses are supplying extra employees, however the latest employees also needs to be taught. we've got been concerned for a number of years, with the distinct schooling department of the Nebraska division of Edu­ cation within the provision of in-service education within the early identifi­ cation and review of handicapping stipulations, once we learned a fair larger want for education usual school room lecturers, administra­ tors, and psychologists as well as early formative years particular educa­ tion team of workers concerning the nature of low-incidence handicaps and the way they may be handled within the public college atmosphere. understanding the enormity and the cost of such an venture, we tenuously ap­ proached the kingdom division. They too have been cognizant of this want and welcomed our rules. Jan Thelen and her able employees then took to coordinating the making plans with us and the Nebraska division of schooling supplied the fundings.

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Extra resources for Assessment and Programming for Young Children with Low-Incidence Handicaps

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ASSESSMENT OF YOUNG HANDICAPPED CHILDREN 23 The language sampling and analysis procedures of Miller, Lee, and others are recognized as a valuable resource for diagnosing language problems and for leading directly into instructional planning. Others have develped more complete formal tests of language that are frequently used in conjunction with the more in-depth free speech analysis. Wiig and Semel (1980) designed the Clinical Evaluation of Language Function (CELF) which is essentially three different sets of tests, an Elementary Level Screening (grades K-5), Advanced Level Screening (grades 5-12), and a Diagnostic Battery (grades K-12).

The northwestern syntax screening test. Evanston, IL: Northwestern University Press, 1971. , & Lewis, M. California preschool social competency scale. Palo Alto: Consulting Psycholgists Press, 1969. A. Psychometric techniques for criterion-referen ced testing and behavioral assessment. D. P. ), Behavioral assessment: New directions in clinical psychology. New York: Brunner/Mazel, 1977. D. Environmental language inventory. Columbus: Charles E. Merrill Publishing, 1978. MacGinitie, W. Ability of deaf children to use different word classes .

This enabled the researchers to support Levels 2 and 5 of symbolic play proposed by Nicholich but not Levels 3 and 4. Along the same lines as the work already described are contributions from Largo and Howard (1979), and Westby (1980). Largo and Howard (1979) propose a scale that requires the examiner to present certain toys to a child then monitor the child's actions. If the desired actions are not forthcoming, the examiner follows a prescribed plan to elicit lower levels of play. For example, the child is given a doll and a spoon without mentioning their names or commenting on their function.

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