A Community Assessment, also called a “Community Needs Assessment,” is a process of collecting, analyzing and reporting information about the needs in a community as well as its stengths and assets. The purpose is to identify unmet community needs and plan ways to meet them.
Community-based Skills Assessment was designed to help
professionals assess the current skill levels and abilities of individuals with autism beginning at age 12 and continuing into adulthood in order to develop a comprehensive plan.
irst tool to assess needs in the area of community-based living from transportation to financial management to peer relationships and more.
There are five separate rating forms that comprise the BASC. These include a teacher rating scale (TRS), a parent rating scale (PRS) a self-report of personality (SRP), student observation system (SOS) and a structured developmental history (SDH).
Self, Teacher, and Parent using a comprehensive set of rating scales and forms to help you understand the behaviors and emotions of children and adolescents.
(1) the present level of academic functioning, (2) annual goals and accompanying instructional objectives, (3) educational services to be provided, (4) the degree to which the pupil will be able to participate in general education programs, (5) plans for initiating services and the length of service delivery, and (6) an annual evaluation procedure specifying objective criteria to determine if instructional objectives are being met.
The 1997 Amendments (Pub. L. 105-17) made these changes: Students with disabilities who exhibit less serious infractions of school conduct may be disciplined in ways similar to children without disabilities (including a change in placement) provided that the misbehavior was not a manifestation of the student’s disability. IEPs are now required to state how the student with disabilities will be involved with and progress in the general education curriculum. Transition planning now begins at age 14. Regular educators became part of the IEP team. Benchmarks and measurable annual goals are emphasized. Assistive technology needs of the student are considered by the IEP team. Orientation and mobility services for children with visual impairments are added to the definition of related services. States are required to offer mediation services to help resolve disputes. A variety of assessment tools and strategies are to be used in an effort to gather relevant functional and developmental information. Students with disabilities are included in statewide and districtwide assessment programs or given alternative assessments that meet their unique needs.
PBS Teachers provides PreK-12 educational resources and activities for educators tied to PBS programming and correlated to local and national standards and professional development opportunities delivered online.
As stated in the lesson plan overview:
"Through the activities presented in this lesson, students will become familiar with the tenets of the Homestead Act, the shifting borders of the American frontier, and the life faced by homesteaders. After a class discussion and examination of a variety of Web sites, students will complete an written assessment in which they will determine whether or not the land available through the Homestead Act was, in fact, "free." This lesson can be used as an introduction to a unit on American settlement in the latter half of the nineteenth century, or as a pre-viewing activity to the PBS series FRONTIER HOUSE. A basic knowledge of 19th-century United States history is required."
This is incredibly true, almost every lesson we will teach have some aspect of a visual. How will we accomplish our lessons without visuals?
In a school environment, visual impairments can cause difficulties when it comes to traditional reading and writing activities, reading at a distance, distinguishing colors, recognizing shapes and participating in physical education games which require acute vision, such as softball and kickball.
Prior to research, when I heard "vision impairment" I would typically think of someone who is blind. Throughout researching this disability I have realized that it is so much more. Something as simple as needing glasses for being near sided or far sided is consider a vision impairment.
Below are some very basics tips to help accommodate your visually impaired students.
Children and adults with low vision are not considered legally blind, they simply have reduced vision at or lower than 20/70. Students who are blind have vision that is at or lower than 20/200. Nonetheless, only 15% of students with visual impairments are considered to be completely blind, with no light or form perception ability
Children with visual impairments often start off learning to read and write with the assistance of low-tech solutions, such as high-intensity lamps and book-stands. Sometimes screen magnification and computer typing and reading programs are used. In other cases, low vision students will learn to read using the Braille system over text, or a combination of the two.
However, as students progress through early grade levels and reading and writing activities become more demanding, periodic literacy skills assessment is required to ensure additional resources and adaptive strategy instruction are provided to meet their needs.
It's good to continue assessing visually impaired students in case they need further assistance.
For those students with visual impairments who do not master Braille, making use of technology to facilitate reading is fundamental. In fact, most talented Braille readers prefer to use computers or tablets when reading for fun anyway. And students who learn to use a computer not only find homework easier to complete, but often become faster readers.
It is simply more efficient for low vision students to use a computer and word-processor over reading paper books and handwriting. This is particularly relevant at a high-school level, when reading and writing assignments become lengthier and more challenging.
articulation therapy, language intervention activities, and others depending on the type of speech or language disorder.
develop in childhood
n adults caused by an injury or illness, such as stroke or brain injury.
For your child
During speech therapy for children, the SLP may:
nteract through talking and playing, and using books, pictures other objects as part of language intervention to help stimulate language developmentmodel correct sounds and syllables for a child during age-appropriate play to teach the child how to make certain soundsprovide strategies and homework for the child and parent or caregiver on how to do speech therapy at home
peech therapy exercises for adults can help you with speech, language, and cognitive communication.
problem solving, memory, and organization, and other activities geared at improving cognitive communicationconversational tactics to improve social communicationbreathing exercises for resonanceexercises to strengthen oral muscles
speech disorders that can be treated with speech therapy.
How long do you need speech therapy?
How successful is speech therapy?
Speech therapy is the assessment and treatment of communication problems and speech disorders. It is performed by speech-language pathologists (SLPs), which are often referred to as speech therapists.
The Progress Test in English (PTE) assessment enables you to accurately measure how your school and your students are performing – student by student, class by class and year by year.
The tests can be used initially at the start of the year to set a baseline and from then on at the end of the year to measure and track progress
Detailed reports for teachers analyse key dimensions of learning and provide a question-by-question breakdown to help identify those students who may need extra support, and in which areas.
Post information in a clear and accessible way about how students can do well, and if needed, what they can do to improve their performance. Grading rubrics can be an efficient way to inform students about how you assess their work and how to meet expectations for success.