Diagnosis/Prescription/Evaluation
Running head: DIAGNOSIS/PRESCRIPTION/EVALUATION AND ANALYSES OF GOAL INSTRUCTION FOR STUDENTS WITH MR
Diagnosis/Prescription/Evaluation and Analyses of Goal Instruction for Students With MR
Nekane M. Arriaga-Davis
Grand Canyon University
Diagnosis/Prescription/Evaluation and Analyses of Goal Instruction for Students With MR
Students that are affected with Mental Retardation (MR) have very specific needs within the educational environment. In order to accommodate those needs it is imperative that the Diagnosis/Prescription/Evaluation (DPE) and analyses of goal instruction be very accurate, meaningful, and specific to the individual student. This very intricate and detailed process requires the input and skills of teachers, parents, and other professionals such as medical doctors, social …show more content…
workers, and psychologists.
The diagnosis process is the most important part of the process, which is developed specifically for a student with MR.
The formal evaluation is usually inclusive of an IQ assessment, such as the Woodcock Johnson III, is very important to establish a baseline of what the student may be capable of in their educational setting. In order to have a well-rounded look at what the student is capable of it is important to have a language, social/adaptive behavior, and perceptual-motor assessment completed. These assessments along with the parent, medical, and psychological input should give the intervention team a better picture of how to assist the student and where they should be placed if needed. The school must follow educational law set forth by IDEA 2004 by placing the student in the appropriate educational setting based on LRE. Most MR students are capable of participating in an inclusive setting depending on their level of ability. The diagnostic results give you an idea as to what extent the student can function in an inclusive environment. In addition, based on diagnosis, this will include services, accommodation, modifications. Everything that is included within the
IEP.
The prescription for a student with MR influences instruction depending on how intensive the program and instruction are based on the level of functioning of the student. This is based on the diagnostic results. The most important thing to remember about students with MR is that they have difficulty with social skills and relationships that are appropriate. Look at what adaptive skills the student has. The educational focus will be primarily focused on improving and mastering those skills. The prescription is completely individualized for each student in order to achieve this.
The evaluation process is what binds everything together. The teacher is able to set goals based on ability and functioning levels that need to be evaluated fairly. This means not setting the student up for failure and damage self esteem by setting unrealistic goals or goals that are too easy. Measurement of what is important and individual for each student is not only necessary but also demanded per IDEA 2004. Mainly focusing on adaptive and behavioral skills is what works well for students with MR so that they can survive and fit into their environment. Then, if they master or make enough progress in these areas, the teacher is able to make the appropriate adjustments to their lessons as well as to increase their inclusion activities.
When the DPE is done correctly, the student will not only make progress but will enjoy going to school. They will build lasting and appropriate relationships as well as have a better outlook on life in general. The teacher must be the one to advocate what is appropriate for the student within the classroom. By following the DPE model, the teacher is able to do this with relative ease. The IEP will be within compliance of the law, the student will benefit, the parents will be happy, and the teacher will be able to instruct at a level that the student understands and in return makes progress.
References
Arriaga-Davis, Nekane. (2009). [Interview Concerning DPE and Its Function In the Classroom for Students With MR]. Unpublished interview with teacher of students with MR and school psychologist.
Diagnosis/Prescription/Evaluation and Analyses of Goal Instruction for Students With MR
Nekane M. Arriaga-Davis
Grand Canyon University
Diagnosis/Prescription/Evaluation and Analyses of Goal Instruction for Students With MR
Students that are affected with Mental Retardation (MR) have very specific needs within the educational environment. In order to accommodate those needs it is imperative that the Diagnosis/Prescription/Evaluation (DPE) and analyses of goal instruction be very accurate, meaningful, and specific to the individual student. This very intricate and detailed process requires the input and skills of teachers, parents, and other professionals such as medical doctors, social …show more content…
workers, and psychologists.
The diagnosis process is the most important part of the process, which is developed specifically for a student with MR.
The formal evaluation is usually inclusive of an IQ assessment, such as the Woodcock Johnson III, is very important to establish a baseline of what the student may be capable of in their educational setting. In order to have a well-rounded look at what the student is capable of it is important to have a language, social/adaptive behavior, and perceptual-motor assessment completed. These assessments along with the parent, medical, and psychological input should give the intervention team a better picture of how to assist the student and where they should be placed if needed. The school must follow educational law set forth by IDEA 2004 by placing the student in the appropriate educational setting based on LRE. Most MR students are capable of participating in an inclusive setting depending on their level of ability. The diagnostic results give you an idea as to what extent the student can function in an inclusive environment. In addition, based on diagnosis, this will include services, accommodation, modifications. Everything that is included within the
IEP.
The prescription for a student with MR influences instruction depending on how intensive the program and instruction are based on the level of functioning of the student. This is based on the diagnostic results. The most important thing to remember about students with MR is that they have difficulty with social skills and relationships that are appropriate. Look at what adaptive skills the student has. The educational focus will be primarily focused on improving and mastering those skills. The prescription is completely individualized for each student in order to achieve this.
The evaluation process is what binds everything together. The teacher is able to set goals based on ability and functioning levels that need to be evaluated fairly. This means not setting the student up for failure and damage self esteem by setting unrealistic goals or goals that are too easy. Measurement of what is important and individual for each student is not only necessary but also demanded per IDEA 2004. Mainly focusing on adaptive and behavioral skills is what works well for students with MR so that they can survive and fit into their environment. Then, if they master or make enough progress in these areas, the teacher is able to make the appropriate adjustments to their lessons as well as to increase their inclusion activities.
When the DPE is done correctly, the student will not only make progress but will enjoy going to school. They will build lasting and appropriate relationships as well as have a better outlook on life in general. The teacher must be the one to advocate what is appropriate for the student within the classroom. By following the DPE model, the teacher is able to do this with relative ease. The IEP will be within compliance of the law, the student will benefit, the parents will be happy, and the teacher will be able to instruct at a level that the student understands and in return makes progress.
References
Arriaga-Davis, Nekane. (2009). [Interview Concerning DPE and Its Function In the Classroom for Students With MR]. Unpublished interview with teacher of students with MR and school psychologist.