Week 5 Discussion Questions
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Grand Canyon University *
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320
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Communications
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Apr 3, 2024
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SPD 320 Week 5 Discussions Topic 5 Discussion #1
How do the purposes of academic, psychological, and speech-language evaluations differ? Cite
specific examples of such assessments. What are some student concerns teachers may have that
could warrant implementing such assessments?
Purposes of Evaluations:
1.
Academic Evaluation:
Purpose: To assess a student's academic performance and identify strengths and weaknesses in subjects like reading, writing, and mathematics.
Examples: Standardized tests like the Woodcock-Johnson Tests of Achievement (WJ-
III) or curriculum-based assessments.
Concerns Warranting Evaluation: Persistent academic struggles, significant discrepancies between expected and actual performance, or difficulties with specific subjects.
2.
Psychological Evaluation:
Purpose: To understand a student's cognitive and emotional functioning, including intellectual abilities, memory, and socio-emotional well-being.
Examples: Wechsler Intelligence Scale for Children (WISC), Behavior Assessment System for Children (BASC).
Concerns Warranting Evaluation: Behavioral issues, emotional challenges, or when there are observable cognitive disparities affecting learning.
3.
Speech-Language Evaluation:
Purpose: To assess a student's communication skills, including speech articulation, language comprehension, and expression.
Examples: Goldman-Fristoe Test of Articulation, Clinical Evaluation of Language Fundamentals (CELF).
Concerns Warranting Evaluation: Speech difficulties, language delays, challenges in expressing thoughts or understanding instructions.
Student Concerns Warranting Assessments:
1. Academic Evaluation:
Concerns: Difficulty in grasping fundamental concepts, persistent poor academic performance, or a noticeable decline in grades.
2. Psychological Evaluation:
Concerns: Behavioral issues such as aggression or withdrawal, emotional struggles like anxiety or depression, or suspected learning disabilities.
3. Speech-Language Evaluation:
Concerns: Difficulty articulating sounds, limited vocabulary, struggles with understanding or following verbal instructions.
By recognizing and addressing these concerns through appropriate evaluations, educators can gain valuable insights into students' needs, allowing for targeted support and interventions.
References:
Pierangelo, R. A., & Guiliani, G. A. (2022).
Assessment in special education: A practical approach
. (6th ed.). Pearson. ISBN-13: 9780137545544
Topic 5 Discussion #2
What are the main areas of concern that should be addressed in an initial family meeting? Identify and describe helpful guidelines when conducting an initial family meeting to cover these main areas. How will you gather information respectfully and compassionately while addressing all the needed concerns including both school and family perspectives?
In an initial family meeting, it is essential to address key areas of concern collaboratively and sensitively. These encompass the child's academic progress, behavioral and social development, health and well-being, family dynamics, and educational concerns and expectations. To conduct a successful meeting, guidelines such as establishing trust, active listening, respecting cultural sensitivities, and sharing positive observations should be employed. The meeting should begin with an acknowledgment of the child's strengths and achievements, providing a positive foundation for discussion. Educators should offer information about the school's approach and available resources, encouraging families to ask questions and express concerns. Collaborative goal setting and the development of an action plan are crucial components, ensuring that both school and family perspectives are considered. Information gathering should be approached with empathy, using inclusive language, and validating family concerns. The timing and location of the meeting should be considered thoughtfully to create a comfortable and conducive environment. Ultimately, prioritizing family input in decision-making processes fosters a strong partnership between educators and families, laying the groundwork for ongoing communication and collaboration.
References:
https://centerforparentingeducation.org/library-of-articles/healthy-communication/holding-
family-meetings/
https://www.readingrockets.org/topics/learning-disabilities/articles/understanding-concerns-
parents-students-disabilities
https://www.virtuallabschool.org/fcc/family-engagement/lesson-3
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