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Harry F. Keller 《Journal of The Franklin Institute》1918,185(3):387-388
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Sarah W. Harry Kayla E. Bates-Brantley Breya L. Whitefield Brittany A. Dale 《Psychology in the schools》2023,60(2):419-430
Students with autism spectrum disorder (ASD) have vastly different educational needs. Although some students with ASD may perform well across subjects within the general education classroom, other students with ASD may need more individualized support outside of the classroom. Historically, ASD assessments in schools have primarily focused on the measurement of cornerstone behaviors of ASD such as deficits in social communication and restricted or repetitive behaviors while underestimating the focus of academic skills even though both factors are required in the evaluation process and for an eligibility classification. The purpose of this article is to provide an overview of academic assessment practices in the schools by highlighting best practices in ASD evaluation, outlining ASD academic profiles and how to identify academic skill deficits, and reviewing the available literature that comes from different formal- and function-based assessment practices that are commonly used in schools today. The authors also discuss how formal- and function-based assessments both serve a purpose and are recommended to be used in conjunction with one another to best demonstrate a student's academic profile. Practitioners are ultimately encouraged to use a multi-informant, multi-modal approach when it comes to psychoeducational evaluations for individuals with ASD as it is evident that an individualized approach is essential due to the discrepancy of academic profiles related to this disability category as well as understanding that no measure is a perfect representation of any one skill. 相似文献
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Rabbi Harry Levi∗ 《Religious education (Chicago, Ill.)》2013,108(5):357-360
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Harry Daniels 《International Journal of Educational Research》2011,50(1):40-47
This article will consider the formative effect of boundaries between activities in directing and deflecting the attention of actors who are seeking to develop innovatory practice at these boundaries. Specific attention will be directed to practices of communication at these boundaries and also to the way in which these boundaries shape the practices of communication themselves. The concept of boundary strength will be developed and discussed. Its utility will be illustrated through reference to an investigation of the consequences of 3 very different examples of attempts at boundary crossing as Local Authorities in England attempt to develop integrated Children's Services from traditional collections of single service agencies (e.g., Education, Health, Social Services). The data will be drawn from a 4 year study of professional learning in and for interagency working directed by the authors and funded within the UK Economic and Social Research Council's Teaching and Learning Research Programme. 相似文献
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