As an extension of the diagnosis process, Dr. Keister reviewed and demonstrated formal testing and assessment tools utilized by professionals in the Special Education field. Ranging from specialized testing structures to intelligence tests as well as behavioral and speech/language assessments, students were to select and administer a battery of five standardized tests. Once again, due to the highly confidential nature of this particular assignment, the assessment revelations, and those individuals involved, the completed Case Study Two cannot be presented. However, the author will provide an overview of the activities and observations that provided an impact on their classroom instruction and assessment.
[ Selecting the Test Battery ] [ Assessment Discussion ] [ Personal Reflections ]
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Continuing the assessment of Tina, I sought to select a battery of tests to provide a wide, yet tailored sampling of this student's abilities. After consulting with several Special Education personnel as well as Dr. Keister, I chose to administer the following formal assessments: Slosson Intelligence Test; the Wechsler Individual Achievement Test; KeyMath, Revised; the Beery Development Test of Visual-Motor Integration; and the Burks' Behavior Rating Scale.
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The Slosson Intelligence Test (SIT-R) clearly showed an above average performance despite an emotionally charged beginning. Tina's Mean Age Equivalent rated at 17.8 years and a Percentile Rank of 94. As any typical teenager, Tina chooses to be defiant and to do what she wants. She is far from being 'incapable of succeeding', in fact, her rating of 125 places her in the HIGH classification for inclusion in Gifted Classes, College and Graduate Work. So why does Tina receive rather low grades?
Though the Slosson Intelligence Test tends to measure intelligence much higher than the Sanford - Binet Intelligence Scale as reviewed during the educational class environment, the correlation between this test and others, such as the WIAT, as stated in the manual was far from HIGH with respect to Tina's particular situation. The WIAT includes a listening component that permitted the examiner to make recommendations to Tina's teachers to monitor her classroom listening skills. If Tina likes somebody, she will talk about everything offering bright ideas painted with her vivid imagination. However, should she sense something 'strange' or become apprehensive, Tina will become quiet and withdrawn, essentially 'tuning-out' everything! Therefore, the student may be present, but mentally absent from receiving instruction due to a 'perceived' look, statement, or feeling from the teacher or other students.
The KeyMath-R assessment expanded upon Tina's selective nature. Scores falling well above the average performance for those in her age equivalent group, showed that while the student does exhibit minor difficulties (often attributed to class related issues stemming from attitude, rather than a learning disability), her overall ability to acquire the necessary mathematic skills does not require remediation. Furthermore, the VMI administration of Visual-Motor Integration awarded Tina a ranking of 97%, the highest possible score for her age group. Yet, the issue of repetitive, low grades for this particular student continued until the administering of the Burks' Behavior Rating scale. It was this rating and close observation of key personnel that provided a wealth of information and insight to helping Tina achieve her 'inner' greatness. By analyzing a series of responses to similar questions by teachers, the examiner was able to establish that it was Tina's ill fated relationships with her male instructors that led to her demise in their classrooms. Tina's case was recommended to the school counselor for schedule modification, and further investigation.
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Administering the Test Battery provided a in-depth look into one student's educational experience as well as a greater appreciation for the work of our Special Education personnel, especially the School Psychologist. Though intense and time consuming, the process of completing this detailed sketch of the factors influencing a particular child's education was completely necessary for understanding one's own instructional process. Knowing how a child perceives a certain environment, person, etc., develops connections to prior experiences, and responds to present situations is imperative to every teacher's understanding of their classroom and inhabitants -- the students!
Prior to the Educational Diagnosis experience, I attended IEP meetings, often frantically taking notes on information that I had absolutely no understanding. With each topic of discussion, Dr, Keister provided the connection that I required to make sense of the Special Education jargon. Her keen insight into the educational field and inner-workings the specific laws affecting special cases and requirements made her class experience one of extreme value for myself and ultimately, my students. Through my integration of alternative instructional strategies and assessment techniques, I have been able to better service their needs as well as develop curricular materials that are age appropriate.
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Dr. Keister responded as follows to my submission of
Case Study Two. |
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