Diagnostic/Prescriptive/Evaluative (Dpe)

Assisting individuals with intellectual disabilities reach, their individual goals can be accomplished by using the diagnostic/prescriptive/evaluative (DPE) instructional educational process. The reporter met with and observed Ms. D in her alternative academic classroom. She has several students receiving services as students with intellectual disabilities. The reporter reviewed two IEP’s and information has been included that represents a very informal discussion with Ms. D in which she provided information regarding diagnosis/prescription/evaluation and analyses of goal instruction including the implementation and development of goal instruction for students. Also the role that such procedures play in the daily class. In order for these individuals be be successful in an educational environment there has to be flexibility in the way that we as educators teach and present our lessons to the student. Educators must take into account the entire picture, meaning that when we educate students with disabilities that we also educate the family and the community in which that student resides. The diagnostic piece of the (DPE) refers to the student as a whole bringing in all aspects of their cognitive skills and their abilities. All of this also encompasses all of their lifelong goals that make them who they will become as productive citizens. Therefore, the diagnostic piece sets the stage for the prescriptive piece. Documenting weaknesses and areas of strengths that the student exhibits does this. These goals would then be broken down into smaller objectives which we will call the prescriptive portion of the (DPE). These will be taught in small chunks. During this stage, we begin to monitor progress and evaluate the individual as they master each goal that is set before them. This is called the evaluation portion of the (DPE) This is an on going process so formative data should be documented. The (DPE) is not the same as an individual education