The Assessment of Children with Learning Problems

Abstract

Planning and evaluating the success of short-term objectives can too easily be overlooked due to the demands that surround IEP construction. Rather than increase teacher dependence on evaluation teams and their diagnostic findings, the author proposes a planning process designed to enhance individual problem-solving. — G.M.S. The role of the special resource teacher is redefined as that of a consultant to the classroom teacher in increasing the teacher's awareness of his or her own problem-solving experiences with the referred child. A specified planning process emphasizing what has been accomplished and what has been effective is carried out. The product of this ongoing staff development program is greater participation by the classroom teacher in writing plans and greater awareness of the process of problem solving itself. This process of independent problem solving may then be transferred to the child.