References for Assessment in Special Education

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De La Salle University Manila College of Education Educational and Leadership Management Department

List of Readings as partial fulfilment for the requirements in

SPE561M: Assessment and Evaluation of Children with Special Needs

Presented by GOTIZA, Adai Liyah M. MA Ed Special Education 11194820

Presented to Dr. W. Sison

19 January 2013

List of Readings
[1]

Bendak, L. (2011). The role of individual educational plans in helping cycle one students with dyslexia to become better readers. Middle East Journal of Family Medicine; Nov2011, Vol. 9 Issue 9, p42-47, 6p. Retrieved January 18,2013 from http://0-web.ebscohost.com.lib1000.dlsu.edu.ph/ehost/detail?sid=16696efa-2beb-42868b5ec73dca138979%40sessionmgr12&vid=1&hid=11&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ %3d%3d Abstract The purpose of this study is to highlight the importance and role of Individual Educational Plans (IEP) in helping students with Dyslexia, ages six to nine at cycle one of their elementary education. This study emphasizes the need for special education departments in schools where special education teachers can enhance the educational development of students with Dyslexia through the IEPs that identify the individual points of strength and weakness of the student with Dyslexia. The results of this study showed that the efficacy of the IEP on the development of the reading level varied depending on the initial level of difficulty of the student.
[2]

Burns M. K., Jacob S., Wagner A. R. (2007) Ethical and legal issues associated with using response-to-intervention to assess learning disabilities. Journal of School Psychology 46 (2008) 263–279. Retrieved January 18, 2013 from http://faculty.winthrop.edu/armisteadl/SchoolPsychologyResources/attachments/Burnsi_ M_K__Ethical_a.pdf Abstract The Individuals with Disabilities Education Improvement Act of 2004 allows schools to use a child's response to research-based intervention (RTI) as a part of procedures to identify students with

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