Analyzing Cognitive and Educational Evaluation Report for Adam Gallery

by | Jul 8, 2024 | EDUCATION

 

The cognitive and educational evaluation is a main data source for MET teams to determine eligibility and placement for special education services. All team members must make decisions and advocate for educational instruction, strategies, and placement based on evaluation report results. Collaboration with parents about sharing evaluation results and seeking consent for special education services is also a required professional and legal element. Teachers should gain valuable skills and knowledge regarding analysis, decision-making, and sharing results that pertain to cognitive and educational evaluations.

Part 1: Formal and Informal Assessment

Read the “Analyzing Cognitive and Educational Evaluation Report” provided for student Adam Gallery. Based on the report, create a table with a column for each formal and informal assessment. Complete the table with the following information, labeling each column and row:

In the first row, clearly identify each assessment.
In the second row, describe how each assessment is technically sound and minimizes rater bias
In the next row, provide a summary of Adams results on each assessment that will help guide appropriate educational decisions. (Do not simply cut and paste the findings.)
In the last row, explain why the selected assessment tool is appropriate for diagnosing Adam’s strengths and needs.
Beneath the table, in a 500-750 word analysis, advocate for the appropriate educational decisions for this student based on the assessment results. The analysis should include:

Recommendations for any needed classroom accommodations or modifications, and placement for specific content areas.
Appropriate accommodations for Adams assessments or testing conditions, including the use of technology for these accommodations.
Reflection on the role of special education teachers as advocates for students to help students realize and develop their unique talents and skills.
Part 2: Parent Script

Using the “Analyzing Cognitive and Educational Evaluation Report, compose a 250-500 word script seeking consent for special education services from Adams parents. Your script should include a hypothetical conversation (e.g., provide the actual verbiage/wording that would be exchanged) with the parents where results of the MET report are appropriately relayed and specific wording seeking consent for services is included.

Support your findings by citing the Analyzing Cognitive and Educational Evaluation Report where appropriate.

 

Sample solution

Dante Alighieri played a critical role in the literature world through his poem Divine Comedy that was written in the 14th century. The poem contains Inferno, Purgatorio, and Paradiso. The Inferno is a description of the nine circles of torment that are found on the earth. It depicts the realms of the people that have gone against the spiritual values and who, instead, have chosen bestial appetite, violence, or fraud and malice. The nine circles of hell are limbo, lust, gluttony, greed and wrath. Others are heresy, violence, fraud, and treachery. The purpose of this paper is to examine the Dante’s Inferno in the perspective of its portrayal of God’s image and the justification of hell. 

In this epic poem, God is portrayed as a super being guilty of multiple weaknesses including being egotistic, unjust, and hypocritical. Dante, in this poem, depicts God as being more human than divine by challenging God’s omnipotence. Additionally, the manner in which Dante describes Hell is in full contradiction to the morals of God as written in the Bible. When god arranges Hell to flatter Himself, He commits egotism, a sin that is common among human beings (Cheney, 2016). The weakness is depicted in Limbo and on the Gate of Hell where, for instance, God sends those who do not worship Him to Hell. This implies that failure to worship Him is a sin.


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God is also depicted as lacking justice in His actions thus removing the godly image. The injustice is portrayed by the manner in which the sodomites and opportunists are treated. The opportunists are subjected to banner chasing in their lives after death followed by being stung by insects and maggots. They are known to having done neither good nor bad during their lifetimes and, therefore, justice could have demanded that they be granted a neutral punishment having lived a neutral life. The sodomites are also punished unfairly by God when Brunetto Lattini is condemned to hell despite being a good leader (Babor, T. F., McGovern, T., & Robaina, K. (2017). While he commited sodomy, God chooses to ignore all the other good deeds that Brunetto did.

Finally, God is also portrayed as being hypocritical in His actions, a sin that further diminishes His godliness and makes Him more human. A case in point is when God condemns the sin of egotism and goes ahead to commit it repeatedly. Proverbs 29:23 states that “arrogance will bring your downfall, but if you are humble, you will be respected.” When Slattery condemns Dante’s human state as being weak, doubtful, and limited, he is proving God’s hypocrisy because He is also human (Verdicchio, 2015). The actions of God in Hell as portrayed by Dante are inconsistent with the Biblical literature. Both Dante and God are prone to making mistakes, something common among human beings thus making God more human.

To wrap it up, Dante portrays God is more human since He commits the same sins that humans commit: egotism, hypocrisy, and injustice. Hell is justified as being a destination for victims of the mistakes committed by God. The Hell is presented as being a totally different place as compared to what is written about it in the Bible. As a result, reading through the text gives an image of God who is prone to the very mistakes common to humans thus ripping Him off His lofty status of divine and, instead, making Him a mere human. Whether or not Dante did it intentionally is subject to debate but one thing is clear in the poem: the misconstrued notion of God is revealed to future generations.

 

References

Babor, T. F., McGovern, T., & Robaina, K. (2017). Dante’s inferno: Seven deadly sins in scientific publishing and how to avoid them. Addiction Science: A Guide for the Perplexed, 267.

Cheney, L. D. G. (2016). Illustrations for Dante’s Inferno: A Comparative Study of Sandro Botticelli, Giovanni Stradano, and Federico Zuccaro. Cultural and Religious Studies, 4(8), 487.

Verdicchio, M. (2015). Irony and Desire in Dante’s” Inferno” 27. Italica, 285-297.

Sample Answer

Sample Answer

 

Analyzing Cognitive and Educational Evaluation Report for Adam Gallery

Assessment Technical Soundness & Bias Minimization Summary of Adam’s Results Appropriateness of Assessment Tool
Wechsler Intelligence Scale for Children (WISC) The WISC is a standardized assessment with established norms and reliability, minimizing the impact of rater bias. Adam scored in the average range for verbal comprehension and perceptual reasoning, but below average in processing speed and working memory. The WISC is appropriate for assessing Adam’s cognitive abilities across different domains.
Woodcock-Johnson Tests of Achievement (WJTA) The WJTA is a reliable and valid measure of academic achievement, reducing the potential for bias. Adam performed below grade level in reading comprehension and math calculation tasks, indicating areas of academic need. The WJTA is suitable for identifying Adam’s academic strengths and weaknesses.

Analysis

In reviewing Adam Gallery’s cognitive and educational evaluation report, it is evident that he demonstrates strengths in verbal comprehension and perceptual reasoning, while showing challenges in processing speed and working memory. These results guide us in formulating appropriate educational decisions to support Adam’s learning and development.

Recommendations:

1. Classroom Accommodations and Modifications:

– Provide extended time for assignments and tests to accommodate Adam’s processing speed challenges.
– Implement graphic organizers and visual aids to support his working memory difficulties.
– Offer preferential seating to minimize distractions and enhance focus during instruction.

2. Placement for Specific Content Areas:

– Consider placing Adam in a smaller group setting for math instruction to provide more individualized support.
– Utilize assistive technology tools for reading tasks to help bridge the gap in his reading comprehension skills.

3. Accommodations for Assessments:

– Allow the use of a word processor or speech-to-text software for written assignments to support his working memory limitations.
– Provide a quiet testing environment with minimal distractions to help optimize his performance.

Role of Special Education Teachers:

Special education teachers play a crucial role as advocates for students like Adam, ensuring they receive the necessary support to cultivate their unique talents and skills. By understanding each student’s individual strengths and needs through comprehensive assessments, teachers can tailor instructional strategies, accommodations, and modifications to empower students to reach their full potential.

Parent Script

Special Education Teacher: Good afternoon, Mr. and Mrs. Gallery. I wanted to discuss the recent cognitive and educational evaluation report we conducted for Adam. The assessment results indicate that Adam demonstrates strengths in verbal comprehension and perceptual reasoning but faces challenges in processing speed and working memory.

Parent: What does this mean for Adam’s education?

Special Education Teacher: Based on the evaluation findings, we recommend implementing some accommodations to support Adam’s learning. This may include providing extended time for assignments and tests, utilizing assistive technology tools, and ensuring a conducive learning environment with minimal distractions.

Parent: How will these accommodations be implemented?

Special Education Teacher: To ensure Adam receives the necessary support, we would like to seek your consent for special education services, including tailored accommodations and modifications to enhance his learning experience. Your partnership in this process is crucial in helping Adam thrive academically.

By actively involving parents in the decision-making process and seeking their consent for specialized services, we can create a collaborative environment focused on meeting the unique needs of students like Adam.

In conclusion, through a thorough analysis of Adam’s assessment results and thoughtful collaboration with parents, special education teachers can advocate for personalized educational plans that address students’ strengths and needs, fostering a supportive learning environment where every child can succeed.

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