Professional standards and guidance define best practices in assessing young children with disabilities. Examples include the Division for Early Childhood’s 11 recommended assessment practices for individuals working with young children with disabilities and their families and the National Association for the Education of Young Children’s developmentally appropriate practices for observing, documenting, and assessing children from birth through primary grades.
This infographic describes key features of authentic assessment, a best practice in EI and ECSE, including how information can be collected and why programs should use it.
The pandemic required that early intervention and preschool special education programs adopt virtual assessments, and some programs continue to use them today. This session will share how programs are implementing virtual assessment along with its benefits and challenges.
Presented at the 2024 OSEP conference on August 6, 2024 by INTECA’s Ryan Grimm and Kathy Hebbeler. The poster provided state and local administrators information about factors they should consider when deciding to adopt virtual assessment. It presented benefits, challenges, and a key lesson.
This presentation covered findings around what facilitates successful remote assessment practices, challenges, and recommendations for states and local programs interested in utilizing remote assessment.
Presented at NRCEC 2024 on June 25, 2024 by INTECA’s Mandy Reeve. This poster describes the findings from INTECA’s systematic information gathering process. Benefits, challenges and the current state of virtual assessment in early intervention (EI) and early childhood special education (ECSE) are highlighted.
In this resource, the National Association of School Psychologists provides their guidance around remote service delivery in the context of the COVID-19 pandemic.
This article by Zero to Three highlights the importance of continuity in early intervention and telehealth during times of crisis.
This resource provides information about tools for planning and monitoring progress that can be administered remotely
The table includes norm-referenced tools for children birth through five years old with one or more domains that can be administered by observation, interview, and/or parent/caregiver checklist