ESSE 631:
Developmental and Functional Assessment Strategies

Mission Statement of the Darden College of Education

Old Dominion University’s major purpose in its education program is to prepare individuals who have knowledge of their discipline, ability to practice state-of-the-art instruction with students of various cultural and socioeconomic backgrounds, and attitudes which reflect commitment to teaching and learning as well as lifelong professional growth and development.

Course Description

This course provides students with the skills necessary for assessment of atypical development as well as best practices involved in assessment. Students will explore and give assessments to children from birth to 9 years of age, in addition to older students with severe disabilities.

Course Purpose

The purpose of this course is to train professionals who are able to use "best practices" in assessing and serving children with disabilities, and their families. Students will be given a broad foundation in assessment and evaluation. The course will examine assessment instruments for children (birth to 9 years) as well as tools appropriate for older individuals with severe disabilities who are manifesting similar developmental levels. Linking assessment to curricula selection and programming is stressed. Formal and informal assessment models are reviewed.

Course Competencies

The objectives of the course are aligned with the Council for Exceptional Children (CEC) professional standards. The following core standards for Early Childhood Special Educators.

Students in this course will display written mastery of the following knowledge competencies:

Standard l-Foundations:

1. Describe historical and philosophical foundations of services for young children with exceptional learning needs.

Standard 2-Development and Characteristics of Learners

2. Describe theories of typical and atypical development.
3. Describe the significance of socio-cultural and political contexts for the development and learning of young children who are culturally and linguistically diverse.

Standard 3-Individual Learning Differences.

4. Describe examples of common assessment tools for young children with special needs and/or individuals with severe disabilities:

a. norm-referenced
b. criterion-referenced
c. developmental checklists
d. process/judgement-based assessments
e. ecological assessments
f. play-based assessments
g. functional assessments

5. 5. Describe techniques for sharing assessment information with parents and other professionals.

Standard 8-Assessment

6. Describe the common assessment tools for young children with disabilities and/or individuals with severe and profound disabilities.
7. Describe the process for appropriate referrals for ECSE and the roles/functions of child study team.
8. Describe informal/qualitative child assessment instruments.
9. Describe common disability-specific assessments, domain-specific assessments and common eligibility assessments
10. Describe and compare common theories for assessment.

Students will demonstrate performance of the following skill competencies:

Standard 3-Individual Learning Differences

11. Demonstrate intervention strategies with young children and their families that affirm and respect family, cultural, and linguistic diversity.

Standard 4-Instructional Strategies

12. Demonstrate instructional practices based on knowledge of the child, family, community, and the curriculum.
13. Demonstrate knowledge of future educational settings to develop learning experiences and select instructional strategies for young children.
14. Demonstrate the ability to prepare young children for successful transitions.

Standard 7-Instructional Planning

15. Demonstrate the ability to implement, monitor, and evaluate individualized education plans (IEPs/IFSPs).
16. Demonstrate the ability to plan and implement developmentally and individually appropriate curriculum.
17. Demonstrate the ability to design intervention strategies incorporating information from multiple disciplines.
18. Demonstrate the ability to develop and use monitoring systems for tracking child progress.
19. Demonstrate the ability to observe and record the behavior of young children.
20. Demonstrate the ability to use knowledge of, and respect for, cultural differences.

Standard 8-Assessment

21. Demonstrate the ability to assess the development and learning of young children.
22. Demonstrate the ability to select, adapt, and use specialized formal and informal assessments for infants, young children, and their families.
23. Demonstrate the ability to participate as a team member to integrate assessment results in the development and implementation of individualized family service plans (IFSP) and IEPs.
24. Demonstrate ability to assist families in identifying their concerns, resources, and priorities.
25. Demonstrate the ability to employ informal and formal procedures for identifying developmental problems/progress.
26. Demonstrate the ability to read children’s cues and utilize this information for structuring an environment responsive to individual needs and conducive to maximizing children’s active involvement.

Standard 9-Professional and Ethical Practice

27. Demonstrate the ability to advocate for enhanced professional status and working conditions for early childhood service providers.
28. Demonstrate the ability to participate in activities of professional organizations relevant to the field of early childhood special education.
29. Demonstrate the ability to apply research and effective practices critically in early childhood settings.
30. Demonstrate the ability to develop, implement, and evaluate a professional development plan relevant to one’s work with young children.

Standard 10-Collaboration

31. Demonstrate the ability to communicate effectively with families about curriculum and their child’s progress.
32. Demonstrate the ability to apply various models of consultation in early childhood settings.
33. Demonstrate the ability to work collaboratively with paraprofessionals, volunteers, and other professionals.
34. Demonstrate the ability to recognize one’s limitations and to seek assistance when appropriate.
35. Demonstrate the ability to actively involve families, and other professionals, in the assessment process.