Stephen J. Hernandez is an Associate Professor and the Director of Early Childhood at Hofstra University in Nassau County, New York, and regularly teaches graduate courses in the assessment of young children suspected of developmental delays or disabilities. Dr. Hernandez has served children and adults with special needs for over 45 years as a classroom teacher, school administrator, researcher, and professor.

• Part One The What, Why, and How of Assessment 1. Assessment: What It Is, the Purpose, or Why Do We Do It, the Requirements, and How It Is Done 2. Legal, Regulatory, and Recommended Aspects of Assessment in Early Childhood Special Education 3. How Should Infants, Toddlers, and Young Children with Developmental Issues Be Assessed? 4. Test Measurement and Data Literacy Part Two Serving Through Assessment: How We Can Best Serve Children and Families When Going Through the Assessment Process? 5. Assessment, Program Planning, and Managing Change 6. Collaborative Partnerships in Assessment 7. Culturally Responsive Assessment Part Three Assessment Tools and Approaches 8. Types of Assessment Approaches in Early Childhood Special Education 9. Types of Assessment Tools in Early Childhood Special Education 10. Checklists, Rating Scales, and Rubrics for Formative and Summative Assessment 11. Performance-Based Assessment Strategies (Authentic Assessment) Part Four Assessment Tool Profiles and Reviews 12. Screening Tools 13. Standardized/Normed Referenced Tools 14. Criterion-Referenced Tools 15. Curriculum-Based Assessment Tools Conclusion

Stephen J. Hernandez is an Associate Professor and the Director of Early Childhood at Hofstra University in Nassau County, New York, and regularly teaches graduate courses in the assessment of young children suspected of developmental delays or disabilities. Dr. Hernandez has served children and adults with special needs for over 45 years as a classroom teacher, school administrator, researcher, and professor.

• Part One The What, Why, and How of Assessment 1. Assessment: What It Is, the Purpose, or Why Do We Do It, the Requirements, and How It Is Done 2. Legal, Regulatory, and Recommended Aspects of Assessment in Early Childhood Special Education 3. How Should Infants, Toddlers, and Young Children with Developmental Issues Be Assessed? 4. Test Measurement and Data Literacy Part Two Serving Through Assessment: How We Can Best Serve Children and Families When Going Through the Assessment Process? 5. Assessment, Program Planning, and Managing Change 6. Collaborative Partnerships in Assessment 7. Culturally Responsive Assessment Part Three Assessment Tools and Approaches 8. Types of Assessment Approaches in Early Childhood Special Education 9. Types of Assessment Tools in Early Childhood Special Education 10. Checklists, Rating Scales, and Rubrics for Formative and Summative Assessment 11. Performance-Based Assessment Strategies (Authentic Assessment) Part Four Assessment Tool Profiles and Reviews 12. Screening Tools 13. Standardized/Normed Referenced Tools 14. Criterion-Referenced Tools 15. Curriculum-Based Assessment Tools Conclusion

Stephen J. Hernandez is an Associate Professor and the Director of Early Childhood at Hofstra University in Nassau County, New York, and regularly teaches graduate courses in the assessment of young children suspected of developmental delays or disabilities. Dr. Hernandez has served children and adults with special needs for over 45 years as a classroom teacher, school administrator, researcher, and professor.

• Part One The What, Why, and How of Assessment 1. Assessment: What It Is, the Purpose, or Why Do We Do It, the Requirements, and How It Is Done 2. Legal, Regulatory, and Recommended Aspects of Assessment in Early Childhood Special Education 3. How Should Infants, Toddlers, and Young Children with Developmental Issues Be Assessed? 4. Test Measurement and Data Literacy Part Two Serving Through Assessment: How We Can Best Serve Children and Families When Going Through the Assessment Process? 5. Assessment, Program Planning, and Managing Change 6. Collaborative Partnerships in Assessment 7. Culturally Responsive Assessment Part Three Assessment Tools and Approaches 8. Types of Assessment Approaches in Early Childhood Special Education 9. Types of Assessment Tools in Early Childhood Special Education 10. Checklists, Rating Scales, and Rubrics for Formative and Summative Assessment 11. Performance-Based Assessment Strategies (Authentic Assessment) Part Four Assessment Tool Profiles and Reviews 12. Screening Tools 13. Standardized/Normed Referenced Tools 14. Criterion-Referenced Tools 15. Curriculum-Based Assessment Tools Conclusion