ABSTRACT
This chapter explains “constellation approach” that uses a group of questions, attributes and/or descriptors to create working hypotheses which may be tested during the assessment process. When non-Learning Disability (LD) issues are ruled out, the Educational Therapist (ET) begins to think of “constellations” or clusters of issues that often underscore each type of LD. For math issues, consider strengths and weaknesses in number sense, understanding the patterns of number, calculation skills, automaticity with number facts, recalling math procedures, the ability to problem solve, and the specialized language of math. The ET thinks about the probable causes of a student’s lack of progress toward reaching expectations and designs an assessment plan that will confirm or “rule out” the suspected causes. When ETs use standards-based and/or criterion reference measures, they are attempting to answer questions more directly linked to intervention and remediation strategies.
