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Test Assessment of special educational needs
Agenda
QUESTION 1: WHAT IS THE MAIN OBJECTIVE OF SPECIAL EDUCATIONAL NEEDS ASSESSMENT?
Labeling students according to their challenges
Identify areas for additional support
Excluding students with difficulties
Limitar las intervenciones solo a aspectos académicos
QUESTION 2: WHY IS EARLY ASSESSMENT OF SPECIAL EDUCATIONAL NEEDS ESSENTIAL?
To quickly label students
To intervene early and improve the student's overall development
To exclude students with difficulties
Avoid intervention until absolutely necessary
QUESTION 3: WHAT PROFESSIONALS CAN BE PART OF THE SPECIAL EDUCATIONAL NEEDS ASSESSMENT TEAM?
Only mental health professionals
Only educational psychologists
Various professionals, including educational psychologists, occupational therapists, and speech therapists
Only physical health professionals
QUESTION 4: WHAT IS THE FOCUS OF PSYCHOEDUCATIONAL ASSESSMENT?
Emotional and social development assessment
Motor skills assessment
Assessment of cognitive, emotional, and academic skills
Assessment of social-emotional skills
QUESTION 5: WHAT DOES THE ASSESSMENT OF SOCIO-EMOTIONAL SKILLS SEEK TO UNDERSTAND?
The student's academic performance
Areas of strength and possible difficulties in emotional and social aspects
The student's motor skills
Student participation in school activities
QUESTION 6: WHAT TYPE OF ASSESSMENT CAN HELP IDENTIFY AREAS THAT REQUIRE ADDITIONAL SUPPORT FOR MOTOR AND SENSORY DIFFICULTIES?
Psychoeducational assessment
Assessment of social-emotional skills
Medical and neuropsychological evaluation
Assessment of academic skills
QUESTION 7: WHAT DOES THE PLANNING AND DEVELOPMENT OF SUPPORT PROGRAMS INVOLVE AFTER THE ASSESSMENT OF SPECIAL EDUCATIONAL NEEDS?
Exclusively curricular adaptations
Curricular adaptations, support services, specialized therapies, and collaboration with teachers and parents
Support services only
Specialized therapies only
QUESTION 8: WHY IS CONTINUOUS ASSESSMENT OF SPECIAL EDUCATIONAL NEEDS CRUCIAL?
To label students at different stages of development
To avoid adjustments in support strategies
To ensure that the student continues to progress throughout their educational journey
To limit interventions to academic aspects only
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