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Coteaching Cohort

Coteaching Cohort . October 31, 2011. Agenda:. R eferral process for special education Understand disability categories Intellectual functioning Range of functioning in the classroom. Special Education Evaluation and Reevaluation Process. Disability Categories.

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Coteaching Cohort

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  1. Coteaching Cohort October 31, 2011

  2. Agenda: • Referral process for special education • Understand disability categories • Intellectual functioning • Range of functioning in the classroom

  3. Special Education Evaluation and Reevaluation Process

  4. Disability Categories • Intellectual disability (Mental Retardation) • Specific Learning Disability • Autism • Hearing Impairment • Deaf/Blindness • Orthopedic Impairment • Other Health Impaired • Speech and Language Impaired • Traumatic Brain Injury • Visual Impairment • Emotional Disturbance

  5. Intellectual Functioning • Weschler Intelligence Scale for Children - Fourth Edition

  6. Verbal Comprehension Index (VCI): • Requires verbal conceptualization, stored knowledge access and oral expression.  Orally presented questions that assess common-sense reasoning, reasoning out or retrieving word associations, and the ability to describe the nature or meaning of words.  Knowledge acquired from one's environment.  Verbal expression required (length of response varies).  One of the best predictors of overall intelligence.

  7. Perceptual Reasoning Index (PRI): • Requires visual perception, organization and reasoning with visually presented, nonverbal material to solve the kinds of problems that are NOT school taught.The Block design also requires spatial processing, visual-motor coordination and the ability to apply all skills in a quick, efficient manner. The highest scores reflect both accurate and very quick responses. Picture Concepts score may differ from these other subtest because of the effect of language on the performance.

  8. Working Memory Index (WMI): • Requires working memory processes applied to the manipulation of orally presented verbal sequences.  The ability to temporarily retain information in memory, by performing some operation or manipulation with it, and produce a result.  Involves attention, concentration, mental control, reasoning.  Essential component of other cognitive higher order progresses.   Closely related to achievement  and  learning (LD students frequently affected).

  9. Processing Speed Index (PSI): • Requires visual perception and organization, visual scanning, and the efficient production of multiple motor responses.  These tasks require executive control of attention and sustained effort for a 2-minute period of time while working with simple visual material as quickly as possible.  Performance on Coding is also dependent on paired-associative learning.

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