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The questionnaire is quite brief with 25 questions and, depending on the version, a few questions about how the child is affected by the difficulties in their everyday life. [1] Versions of it are available for use for no fee. The combination of its brevity and noncommercial distribution have made it popular among clinicians and researchers.
The Connor–Davidson Resilience Scale (CD-RISC) was developed by Kathryn M. Connor and Jonathan R.T. Davidson as a means of assessing resilience. [1] The CD-RISC is based on Connor and Davidson's operational definition of resilience, which is the ability to "thrive in the face of adversity." Since its development in 2003, the CD-RISC has been ...
Standardized universal screeners and regular progress monitoring assessments are used to evaluate students' proficiency in core knowledge and skills (e.g., reading, mathematics), as well as determine any necessary modifications to the instruction or appropriate interventions for those appearing as below grade level.
Emotional and behavioral disorders (EBD; also known as behavioral and emotional disorders) [1] [2] refer to a disability classification used in educational settings that allows educational institutions to provide special education and related services to students who have displayed poor social and/or academic progress. [3]
The Supreme Court decided that EHA would be the exclusive remedy for disabled students asserting their right to equal access to public education in Smith v. Robinson, 468 U.S. 992 (1984). The petitioner, Tommy Smith, was an eight-year-old student who had cerebral palsy.
Models of disability are analytic tools in disability studies used to articulate different ways disability is conceptualized by individuals and society broadly. [1] [2] Disability models are useful for understanding disagreements over disability policy, [2] teaching people about ableism, [3] providing disability-responsive health care, [3] and articulating the life experiences of disabled people.
Brody and Mills [1997] argue that this population of students "could be considered the most misunderstood of all exceptionalities". [5] In each situation, the twice-exceptional student's strengths help to compensate for deficits; the deficits, on the other hand, make the child's strengths less apparent [6] although as yet there is no empirical research to confirm this theory.
The VIA-IS is a self-report questionnaire that assesses the strength with which respondents answer strength-relevant statements about themselves on a 1–5 Likert scale. The following statements on the VIA-IS are designed to measure a person's zest: I look forward to each new day. I cannot wait to get started on a project.