|
Purpose
The purpose of the assessment is to aid in the appropriate
educational placement of any student referred for a special
education evaluation. Since the social \ cultural evaluation
is primarily an educationally focused document, it should be
written in a succinct style. Data relating to intrapersonal
and intrafamilial dynamics should be written factually to allow
special education eligibility committee members to draw their
own professional conclusions related to the educational needs
of the student being considered for placement.
Back to Top
Report Format
- Identifying Information (Prepare according to format)
- Family Data (Prepare according to format)
- Reason for Referral
Describe who referred the student and why. If there are several
sources, include them all. This section should include the
school and family's view of the student's difficulties, the
approximate time of problem onset, and the family's current
attempts to deal with the problem. Information related to
other agencies' involvement or of other family members with
similar difficulties should be included in this section.
The interviewer might also choose to include a description
of the student in this section.
- Pertinent Family/Home Information
When pertinent to the nature of the student's problem, information
related to the following should be included in this section:
- Educational resources within the home and the parents'
awareness of how to use these to stimulate the student's
development.
- Emotional climate within the home including the family's
daily living routines, availability of adult support and
supervision, and the presence of persons other than parents
and siblings.
- Family ethnic identity as it affects the student and the
family's responses to the student and the community.
- For ESOL/LEP students, consider: length of residence in
US, and educational opportunities. Regarding native/English
language proficiency, please note the student's dominant
language at home vs. school; parent/guardian dominant language,
language spoken in home, student's level of proficiency
in native language and English, and the types of language
intervention they have received in school setting.
- Style of dwelling, including adequacy to meet the needs
of the family and accessibility to other community resources.
- Childcare arrangements and their relationships to the
student's school adjustment.
- Important family events, such as recent deaths, divorce,
loss of employment, frequent moves, and job changes that
may have affected the family's functioning.
- Family dynamics.
- Pertinent Medical Information
All information related to any acute or chronic illnesses,
injuries or hospitalization should be noted, and conditions
that may be impeding the student's functioning in learning
situations should be emphasized.
- For students considered for OHI-ADD/ADHD
Accurate identification as to onset of difficulties and
documentation of parent strategies should be done.
- Developmental History
This section includes all data related to the student's
growth pattern from conception to the present, particularly
focusing on any physiological problems or habit patterns which
may impede the student's school functioning. Developmental
milestones are important to note if they are unusual, as is
a mother's pregnancy, labor and delivery experiences when
these experiences have been abnormal.
- School History
This section is included to give the reader a chronological
picture of the student's movement through those school systems
he or she has attended and is also intended to clarify the
interaction between the family and the school when there have
been school difficulties.
- Behavioral Profile (Adaptive Behavior)
This section should include any information relating to
the student's social, cultural, and emotional environment
that may have in the past, or might currently, impact his
or her capability to function effectively at school.
In addition, the completion of a formal assessment of adaptive
functioning in both the home and school settings may be involved
to determine the level of impairment across settings.
- Other Pertinent Circumstances
Back to
Top
Summary and Recommendations
Recommendations for placement should not be stated, as a final
decision must be based on all of the evaluation data available.
If the family specialist has given the family any other recommendations,
such as referral to a community agency, this information is
usually included here. When giving such recommendations, list
at least three choices, if possible.
NOTE:
A re-evaluation review will be requested by school staff if
family changes are notable.
Back to Top
|
