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IQ tests give the team information about the child's intellectual ability.
These are measured by Standard scores with 100 being the “average” IQ. These tests tell if the child is functioning in the average, above average or below average range of cognitive abilities.
Each school district has specific criteria for how this testing is completed.
These test are administered in specific areas of reading, math, written expression. The standard scores obtained are used as a comparison between what the child currently knows within the grade/age level of their peers and their intellectual abilities.
If the child does not pass the speech/language screening, a formal evaluation is needed
for communication skills
This data comes from district or state required standardized tests.
Some disability areas require a physical examination by the Primary Care Physician.
All disability areas require the parent or caregiver to complete a Social History.
This information comes from the classroom teacher and reports how the child is achieving within the classroom curriculum.
Specific Test titles will be listed at...
Consideration of current grades is part of the referral process.
These evaluations are given by licensed physical and occupational therapists when there is an indication the child might need these services to access their IEP.
This area is usually for children with severe cognitive delays, but can be used whenever the team feels this information is necessary to appropriately address educational needs.
Vocational assessments are given at various ages and times. Some disabilties require more information regarding what services or life skills may be needed for the child.
These areas are usually screening assessments to determine progress in academics, leisure, communication, vision/hearing needs, possible ADD or ADHD that affect home or school funtioning.
Response to Intervention is a program that addresses the current skill level of the child, creates a specific set of interventions and then monitors progress over a period of time.
If the child shows progress, there may not be a need for testing or placement
in special education.
When the comprehensive evaluation shows certain areas of concern, additional “area” testing is required.
Some areas that might be evaluated are: math, reading, written expression,
auditory processing.