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Learning Disabilities Assessment and Interventions Essay

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The topic of assessment alone raises many debated discussions, among teachers, and to add Special Education students into the polemical dialogue intensifies the debate. As a result, there are several alternative methods in assessing Special Education students within the learning environment. Professionals have created specifically designated techniques in helping these and all students achieve academic success.
The authors, Peter Wright and Pamela Darr Wright, of the article Tests and Measurements for the Parent, Teacher, Advocate and Attorney; discuss several assessment approaches but none more polemical than norm referenced and criterion referenced tests
(2007). For example, Criterion-Referenced Tests are the most common testing utilized by teachers in determining if their students have learned the content material being taught. This form of testing does not necessarily assist students with special needs because it does not determine true comprehension. However, there are alternative assessment approaches that can greatly benefit students with special needs.
The Pacer Center has also identified in their article the importance of evaluation and assessment methods (2007). The first type of assessment is and ought to be used is performance based; for instance, individual portfolios that can illustrate a student’s strengths and weaknesses throughout a course. Teachers must be cognitive of the fact that portfolios need to demonstrate a student’s best work in properly assessing their academic improvement. In other words it is not an assessment tool to evaluate every assignment completed by the student. Even though portfolios are used by teachers in a variety of manners the most effective use is to display a student’s preeminent ...


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... all the teachers, except for the multi-disability teacher, having an Intervention Specialist licensure. This allows the teachers to teach students in a cross-categorical situation in promoting academic excellence. The RTI program is designed to further enhance the needs of students with disabilities, under Title I, and is also taught by qualified and licensed teachers (personal communication, July 10, 2009).
In conclusion, though assessment is repeatedly debated if the discussions are conducted in a positive and productive manner the deliberations ought to be continued to benefit all students in the learning process. Additionally, alternative assessments may vary by individual state requirements each method needs to be considered by teachers in assisting all students based on their individual learning style in achieving academic excellence.













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