Diagnostic/Prescriptive/Evaluative (Dpe)

Topics: Education, Individualized Education Program, Observation Pages: 5 (1643 words) Published: November 20, 2011
Assisting individuals with intellectual disabilities reach, their individual goals can be accomplished by using the diagnostic/prescriptive/evaluative (DPE) instructional educational process. The reporter met with and observed Ms. D in her alternative academic classroom. She has several students receiving services as students with intellectual disabilities. The reporter reviewed two IEP’s and information has been included that represents a very informal discussion with Ms. D in which she provided information regarding diagnosis/prescription/evaluation and analyses of goal instruction including the implementation and development of goal instruction for students. Also the role that such procedures play in the daily class. In order for these individuals be be successful in an educational environment there has to be flexibility in the way that we as educators teach and present our lessons to the student. Educators must take into account the entire picture, meaning that when we educate students with disabilities that we also educate the family and the community in which that student resides. The diagnostic piece of the (DPE) refers to the student as a whole bringing in all aspects of their cognitive skills and their abilities. All of this also encompasses all of their lifelong goals that make them who they will become as productive citizens. Therefore, the diagnostic piece sets the stage for the prescriptive piece. Documenting weaknesses and areas of strengths that the student exhibits does this. These goals would then be broken down into smaller objectives which we will call the prescriptive portion of the (DPE). These will be taught in small chunks. During this stage, we begin to monitor progress and evaluate the individual as they master each goal that is set before them. This is called the evaluation portion of the (DPE) This is an on going process so formative data should be documented. The (DPE) is not the same as an individual education plan. It is just a part of the process in mastering the objectives. Along with following the process or steps in mastering these objectives, the educator or IEP team must also make certain that the proper accommodations are in place and are being implemented and followed. Because, these same strategies and supports are to be used when a student is being assessed. The IEP team should also make certain that the student is placed in the correct educational setting to meet their needs. If the student is in the right setting to get their needs met then there is sure to be success and make individual educational gains. Goal instruction refers to the unique ways that the teacher takes to educate the student according to their own learning style. It means the process that the takes to differentiate instruction to meet the needs of each individual student according to their individualized education plan and the goals and objectives that need to be mastered within the document. This does not mean that these are the only things that you teach in your classroom. These are the daily lessons that are taught individually in which data is documented. Using goal analysis to break down the goals into simple objectives into a systematic process in which the objective can be specific enough to be observed and measured. When the reporter asked Mrs. D how all of these procedures fit into her classroom. She replied by stating, ” The development and implementation is not just a checklist that you check off. These are based on her student’s needs. In order to write goals and objectives you must know the student or have an insight on what they know and how they learn. I get most of my information through data. All that we do is data driven, from FIE’s (full individual evaluation)(benchmarks, assessments, student reports, parents etc. This is not easy and it takes a long time to be proficient at what I do. My goals and objectives are based from my PLAAFP’s...
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