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Assessing Students Academic and Social Performance

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Assessing Students Academic and Social Performance

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Assessing whether students are struggling is the first step to any intervention. Struggling students show signs within the classroom, both academically and socially:

Disinterest in lecture and discussion

Rudeness towards peers and teachers

Outbursts, and attempted subtractions

Struggling to recall the names of objects

Mixing up phonemes or difficulty decoding multisyllabic words

Struggling to organize and manage time

Difficulty using basic math facts (addition, subtraction, multiplication, division)

Trouble counting out loud

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IRIS | Page 1: Characteristics of Successful and Struggling Learners

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Of students with learning disabilities, 74.8% of them spend 80% or more of their day in the regular classroom and 19.4% spend 40%–79% of their day in the regular classroom.

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Language Learners vs Learning Disability 

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Language Learners vs Learning Disability 

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It's important to consider possible language barriers when assessing for a learning disability. If the student speaks language as a second language, its important to consider:

How long they have spoken English

How much longer have they spoken their first language

Do difficulties persist in new and home language?

Are the difficulties present at home?

Once you have determined the level of English proficiency, assess and screen the student using the appropriate language.

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IRIS | Page 2: Distinguishing Between Disability and Language Difference

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Delays in social and communication development might occur when children are learning two or more languages. Because such delays can be red flags for further developmental problems in the areas of social-emotional development and cognition, early childhood educators must determine their cause: langu…

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Modalities and lesson planning that are differentiated to accommodate students with disabilities.

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Accommodations and Supplemental Aids for students that have a reading disability:

Chunking text

Text-to-speech

Line Readers

Decoding Interventions

Frequent or Immediate Feedback

Repeat Instructions Allowed as Needed

Word Processor

Differentiating Instruction:

Ensuring Text are grade appropriate

Reading Allowed (popcorn Reading)

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While the majority of a student's program should be as closely aligned with the general education curriculum as possible, some accommodations and modifications may be necessary. Listed below are some suggested ways to aid students with specific learning disabilities (SLD) learn more effectively at home or at school. Selection from these and other possibilities must be based on the individual needs of each child.
Information and ideas from a multidisciplinary team, including the parents and student, are important for developing an Individualized Education Program (IEP) that meets the unique needs of each student with learning disabilities. A carefully developed multidisciplinary approach will make classroom instruction meaningful for students.

1. For some students who read slowly or with difficulty, a "read-along" technique may be used with taped texts and materials to allow learning of printed materials.

2. For students with memory problems or difficulty taking notes, a fellow student might share notes; the student might tape the lesson; or the teacher might provide a copy of the lesson outline.

3. For students who read below expected levels, educational videos and films or talking books can provide the general information that cannot be acquired from the printed page.

4. For students with short term memory problems (e.g., understand math processes, but have short term memory problems that interfere with remembering math facts), a table of facts or a calculator could be provided.

5. For students whose handwriting is slow, illegible or includes many reversed letters, a cassette recorder or a computer with word processing software could be used for written work or tests.

6. For students who have difficulty with spelling, a "misspeller's dictionary" or computerized spell checker can help make written materials readable.

7. For students who have difficulty reading cursive, small, or crowded print, typed handouts, large print, or double spaced materials can help.

8. To develop memory and listening skills, poetry, rhymes, songs, audio-taped materials and mnemonics may improve performance.

9. To teach spelling, the teacher might use a multi-sensory approach that combines saying, spelling aloud, and writing words.

10. Ways to improve vocabulary and comprehension can include a student-developed file of vocabulary words and the use of word webs and visual organizers to relate words and ideas heard or read on paper. A dictionary or thesaurus, suited to the child's learning level, is also an excellent tool for building vocabulary, spelling and reading comprehension.

11. For students who have difficulty organizing time, materials and information, a variety of approaches can be used, including:

a quiet, uncluttered homework space

alarm watch

purchased texts that can be marked with a highlighter

a homework assignment diary coordinated between home and school

study skills instruction

a personally-developed date-book or scheduler

12. For students who copy inaccurately, but need written practice to solidify learning, changes that may help include: leaving a space directly under each word, phrase or sentence, or having handouts on the desk for those who can't copy from the blackboard or take dictation accurately. For left-handed students, place the list of words at the right margin. For students whose writing is large, provide enlarged spaces for "fill in the blank" activities.

13. For students who seem to process auditory information slowly (e.g., not fully understanding questions asked, recalling needed information, or forming an appropriate answer), be patient. Allow sufficient "wait-time for the answer or provide the questions in written form.

14. Oral and written language should be taught together as much as possible. Illustrations in a book being read should be used to generate conversation, vocabulary and concepts that will relate to what is to be read. Material that is read can be translated into a verbal summary, a word web, a visual organizer, or a computer presentation.

15. Students who find reading slow and difficult may benefit from supplementing the subject matter being read with video tapes, DVDs, captioned TV programs, or computer software.

More on Reading

Since reading is central to learning, children who do not learn to read by the second grade are likely to struggle with learning throughout their lives. Reading assessment should include skill levels in decoding, fluency and comprehension.

As children learn to read, they learn how spoken and written language relate to each other. Thus, the components of a reading program must also relate to one another, engage all children and meet their individual needs. Reading activities may include:

Listening to good stories and books, appropriate to the child's age, read aloud daily

Language games that encourage identification of rhyming words and creation of rhymes

Instruction and practice in phonemic awareness, alphabetic knowledge, alphabetic principles, decoding strategies, vocabulary acquisition, fluency and comprehension

Additional reading instruction in a small group or tutoring setting

Before/after school and summer school classes

Teaching Mathematics

Theories on mathematics disabilities view spatial visualization and verbal skills as critical. These two skill areas are important for anyone learning mathematics, but are especially important for students with learning disabilities. These areas should be heavily emphasized in the teaching and remediation of mathematical concepts and skills.

An individualized education program in mathematics would concentrate on developing concepts and skills within such strands as: numeration, geometry, measurement, collection and interpretation of data, estimation/mental computations, patterns and relations and word problems/applications. Concepts are best introduced with "hands-on" concrete materials. Knowing one-digit facts is important, but work with paper and pencil algorithms should not be emphasized, since calculations can be done with calculators if memory or sequencing is a problem.

Estimation strategies are often taught as mental computations skills are developed. Students should be encouraged to draw illustrations and representations whenever possible. They should consistently discuss, read and write as they solve more complex computational and word problems. For students with learning disabilities, confidence in the practical applications of mathematics to everyday life is also very important.

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Accommodations, Techniques and Aids For Learning

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While the majority of a student's program should be as closely aligned with the general education curriculum as possible, some accommodations and modifications may be necessary. Listed below are some suggested ways to aid students with specific learning disabilities (SLD) learn more effectively at home or at school.

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Accommodations and Supplemental Aids for Students that have a mathematics disability:

Calculation device (for students with difficulty using basic math facts (addition, subtraction, multiplication, division))

Use of manipulatives

Increase in practice using math to reason space

Word Problems

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Accommodations and Supplemental Aids for Students that have a Writing Disability:

Graphic Organizers

Word Processors

Spell Check Tools

Speech-to-Text Software

Sentence Stems

Differentiating Instruction for students with a Writing Disability:

Increased or Alternate Writing Opportunities

Encourage Self Reflection

Peer Reviewing Writing Assignments

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General Supplemental Aides for All Students with Disabilities

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General Supplemental Aides for All Students with Disabilities

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Here is a list of Accommodations and Supplemental Aides meant for All students with a general academic learning disability:

Extended Time

Preferential Seating

Frequent or Immediate Feedback

Small Group

Copy of Notes from Teacher

Frequent Breaks

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How to assess Children for a Learning Disability:

Closely assessing students work and test scores

Attempt to distinguish nature of students difficulty to learn specific subjects

Determine whether student is eligible for Special Education Services

Neurological Exams

Psychological exam

Testing in Reading

Phonics

Vocabulary

Fluency

Comprehension

Math

Fluency

Math Problem Solving

Math Facts

Writing

Written Language Expression

Written language Mechanics

And several other categories not academics based

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How are learning disabilities diagnosed?

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Learning disabilities are often identified once a child is in school. The school may use a process called “response to intervention” to help identify children with learning disabilities. Special tests are required to make a diagnosis.