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Abstract

This observation-based case study is designed to capture the experience of a school-based evaluation process and psychological evaluation for Tempe, a black cis-gender, 4th-grade female student in a suburban area of a southeastern U.S. state. Given input from a variety of sources, this evaluation demonstrates the importance of flexibility of assessment administration, considerations for reliability, and triangulation in data interpretation for a useful and effective process (Wakeman et al., 2023). This case demonstrates how Tempe's diagnoses, experiences, strengths, and needs may inform the development of an Individualized Education Program (IEP). Questions on effective evaluations, recommendations, collaborations between the team members, and future case manager decision-making are posed in the reflection questions.

Author Bios

Dr. Kathryn L. Haughney is a founding member and co-editor-in-chief of the Journal of Case Learning and Exceptional Learners (JCLEL). As a graduate of the University of North Carolina at Charlotte and an Associate Professor of Special Education in the Department of Elementary and Special Education at Georgia Southern University, Dr. Haughney's interests include academic instruction for individuals who rely on AAC to communicate and the generalization of student learning.

Dr. Shawnee Wakeman is a Clinical Professor in the Department of Special Education and Child Development at the University of North Carolina at Charlotte. Her research interest includes access to the general curriculum including how it is enacted for students with significant cognitive disabilities in a variety of settings.

Creative Commons License

Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.

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