TLL 1512 - ASSESSMENT AND INSTRUCTION FOR STUDENTS WITH HIGH INCIDENCE DISABILITIES

Minimum Credits: 3
Maximum Credits: 3
This course is designed to provide knowledge of assessment procedures for designing academic programs for children and youth with disabilities in grades K-12, with emphasis on assessment for teaching mathematics, reading, and written language. The course includes assessment for eligibility for special education and ongoing assessment of instructional effectiveness. Instruction and evaluation of student progress are always intertwined in teaching; this mesh of activities is even more important when teaching students with learning difficulties. The emphasis of this course is the interplay between assessment and teaching activities. The central focus of this semester’s work will be how the teacher can evaluate status and progress in math, reading, and written language; and the implications of these evaluations for teaching. In addition to conducting evaluations, students will develop portions of Individual Education Plans for specific students. Assignments begin with evaluation of current academic levels and progress in an academic area. Application of the results of those evaluations will result in designing appropriate individual education plans, including specific goals and specially designed instruction. Assessment is at the center of all good teaching. This class is designed to provide a clear guide to the assessment of students with disabilities. Students will gain an understanding of the assessment process, and concrete, practical skills necessary to assess students with disabilities needed to teach effectively. Popular instruments will be discussed in some depth because these are the tests that reflect current practices and will be those that special educators will be expected to administer and/or interpret. However, every attempt will be made to provide a balanced coverage of both formal and informal assessments. This class will provide the connection between gathering assessment information and using it to make informed decisions. In the context of the team approach to educational assessment, with particular emphasis on the role of the special educator, students will consider assessment data in relation to the classroom setting. In alignment with the University of Pittsburgh School of Education Mission, the course will center discussions of educational equity including overrepresentation of marginalized populations in special education, issues of bias in the assessment process and fair practices in grading students.
Academic Career: Undergraduate
Course Component: Lecture
Grade Component: LG/SNC Elective Basis
Course Requirements: PREQ: TLL 1580

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