ASSESSING STUDENTS WITH DISABILITIES
Revise Assignment 1 using the feedback that the superintendent provided. (The revision of the previous
assignment is not included in the page count for this assignment).
Describe the relevance of your assessment topic in terms of meeting the K-12 assessment goals in your
chosen school district as it relates to the specific focus you identified in Assignment 1. Provide specific
examples of assessment goals that the school district currently uses to support your rationale.
Explore at least three (3) key reasons why you selected the topic in question. Highlight the fundamental
aspects of the topic that make it fit into either traditional or alternative assessment research. Justify your
response.
Suggest three (3) strategies that educators could employ in order to utilize technology within the
classroom and thus aid your chosen school district in meeting its K-12 assessment goals. Provide
relevant examples of these strategies to support your response.
Provide at least three (4) additional reliable, relevant, peer-reviewed references not previously used
published within the last 5 years.
ASSESSING STUDENTS WITH DISABILITIES
Assessing Students with Disabilities
Introduction
This paper seeks to present several findings in relation to the use of technology in assisting
learning in Maynard Evans High School in the Orange County school district. The paper,
therefore, provides an in-depth analysis of the trends that have emerged and the best practices
developed in relation to computer-based assessment in an effort that also seeks to apply these
principles on K-12 learning and on students of the 9 th grade level.
It is important to consider the fact that many jurisdictions have been developed to support
technology-based learning in students with disabilities because of its cost effectiveness. On the
overall, it costs roughly $3,045 to implement such a technology for a single class, which is not
much. Moreover, this approach is considered to improve teaching and learning outcomes through
a digital form of education. This clearly suggests the fact that disabled students are more likely to
learn through the inclusion of technology.
The potential for a computer based learning approach in catering for the special needs of
students with disabilities is therefore an effective approach that would aid in meeting the learning
needs of the students. This is attributed to the fact that digital learning has the capacity to provide
a platform for these students to learn, test and receive immediate feedback as they prepare for
their examination.
It is essential to consider the fact that the students with special learning need accounts for
5% of the total population In the United States of America (Zcool.com. n.d). However, the vast
growth of ICT in the United States of America and the government’s initiatives directed towards
meeting the learning needs of this population have seen the need of using Assistive Technology
(AT) in enhancing the process of learning among this population.
ASSESSING STUDENTS WITH DISABILITIES
The Assistive Technology (AT) is defined as an electronic device that can be used in
increasing, maintaining and improving the abilities of individuals with different disabilities
(Young, 2012). There are a number of AT devices and software’s that can be included in
enhancing the course of learning that can be achieved through careful planning in order to
benefit the students and to meet the goals of K-12 in Maynard Evans High School.
It is therefore important to note that in order to meet the goals of K-12; the Assistive
Technology will be used in this institution to help the students with different learning needs in
learning how to complete some of their tasks in order to pass areas of difficulties (Young, 2012).
For instance, when a student uses an AT in listening to a digitalized version of a book, this helps
them in passing an area of challenge. About seven students at Maynard Evans High School in
Orange County have some form of learning disabilities.
Students with Special Learning Needs
It is important to note that difficulties in recognizing and solving problems, reading,
writing, and even math in students at Maynard Evans High School in Orange County school
district remains one of the challenges that is common. This is notable considering the fact that
most learning disabilities and difficulties are usually diagnosed in high school (Langova, Anna.
n.d). The problem is that if these disabilities are not diagnosed or corrected when the student is in
high school, then the students is likely to face issues later on in his or her life. In essence, during
this phase, some students are bound not to know their learning disability and would latter realize
this in their jobs, families and relationships.
Political, Legal, and Issues Related to the Inclusion of AT
According to the law, the element of inclusion in a classroom should be a factor that
educational facilities need to consider when teaching both the students with disabilities and those
ASSESSING STUDENTS WITH DISABILITIES
with special learning needs to other normal students (Vasquez III Forbush, Mason, Lockwood, &
Gleed, 2011). In this case the element of inclusion is aimed at educating students within a regular
classroom rather than in special chosen schools.
In this case, the students with different disabilities and learning needs, including those
with severe impairments are able to be included in a general class sitting, with the required
support services and aids to ensure these students achieve success academically, behaviorally
and socially (Vasquez et.al.2011)
On the other hand, the federal state has developed appropriate measures for students with
special learning needs and disabilities through an approach that allows equal access to education
to all the students irrespective of their disabilities, gender, age through a publicly funded
education system programs and opportunities.
Applications of This Topic to K-12 Assessment
It is essential to consider the fact that education remains the primary objective of the K-12
assessment. In order to ensure that the goals of K-12 are achieved in Maynard Evans High
School in Orange County there is a need to take consideration of the students who have different
learning needs and as well as those who present disabilities.
In general, it is imperative to determine that some students with learning disabilities are
considered to be average in intelligence, a factor that affects their success in education (Ault,
Bausch, & McLaren, 2013). These learning shortcomings are also referred to as hidden
disabilities since some students may pose as intelligent and brilliant, although they have a
disability in some way.
ASSESSING STUDENTS WITH DISABILITIES
In order to determine the manner in which technology can be used to assist students in this
institution to learn, it is imperative to determine that the content of this paper will focus on three
types of students with learning disabilities. These are described below.
Students with Auditory Processing Disorder (ADP): this condition has an adverse effect
on the flow of sound through the ear and how it is processed and interpreted within the systems
of the brain. Individual students with this disorder find it difficult to recognize the differences
between sounds in words even when they are clear and loud. About 3 students at the school have
this condition.
Dyscalculia: this is considered a specific learning disability that has the capacity to have
an effect on a student’s ability to understand numbers during math lessons. Students with this
type of learning disability are likely to have challenges in comprehension to clearly identify
arithmetical symbols including the challenges in memorizing numbers. Two students at the
school have this condition.
Dysgraphia: this is another kind of disability that affects a student’s ability to write, thus
affecting the motor skills of an individual. As a result of this, a student is bound to experience
illegibility in writing, poor spatial planning on a paper, spelling errors, inconsistent spacing and
challenges in composing a clear writing as well as thinking while writing. Two students at the
school have this condition.
Specific Needs of the Students
It is therefore essential to consider the fact that learning disabilities remain the primary
reason as to why some of the students of Maynard Evans High School in Orange County are
struggling to make a transition to Florida Standards Assessment (FSA), a factor that remains one
ASSESSING STUDENTS WITH DISABILITIES
of the students needs (Ault, Bausch & McLaren, 2013). The students are currently undertaking
the Florida Comprehensive Assessment Test (FCAT) within the education system in this county.
It is additionally important to consider that the students would also require the
involvement of their parents and guardians in their educational development (Ault, Bausch &
McLaren, 2013). Parents are needed as this would be appropriate in assisting the students to
make efforts towards achieving their education goals as determined in K-12.
In diagnosing learning disabilities, the following indicators of learning disabilities are
examined: trouble following direction, problems staying organized, difficulty with writing and/or
reading, problems paying attention, poor coordination, difficulty remembering, problems with
math skills, and difficulty with concepts that relate to time. Moreover, the student might exhibit
immature manner of speaking, easily distracted and has difficulty staying on task, impetuous
behavior, inconsistent school performance, as well as difficulty listening well (Eunice Kennedy
Shriver National Institute of Child Health and Human Development, 2014).
The students with special learning needs would want to achieve their personal education
goals within this institution, a factor that would also improve their classroom involvement and
social lives (Zcool.com. n.d). Additionally, students with special learning needs would also
achieve better standards of communication with their peers within the institution.
In this case, it will be essential to ensure that the system introduces assistive technology in
aiding the process of learning in students with special learning needs. Through this, Maynard
Evans High School may ensure a blend of computer-assisted instructional programs that infers to
software and applications that are developed to provide instructional and practical opportunities
for several devices such as iPads, mobile phones, computers and laptops to aid the students in
learning (Young, 2012).
ASSESSING STUDENTS WITH DISABILITIES
These systems would therefore provide immediate feedback to the students with different
learning disabilities who in turn may be in a position to benefit from such nonjudgmental
computerized practices. This technology will therefore assist the students with special learning
needs as well as those with disabilities in this institution to develop knowledge on how to spell,
write, solve and construct expressions and mathematical symbols, a factor that would assist the
students in copying with math drills.
All in all, as determined, the potential for a computer based learning approach in catering
for the special needs of students with disabilities is therefore an effective approach that would
aid in meeting the learning needs of the students. This therefore determines the need to introduce
assistive technology in aiding the process of learning in students with special learning needs.
Through this, Maynard Evans High School may ensure a blend of computer-assisted
instructional programs that infers to software’s and applications that are developed to provide
instructional and practical opportunities for several devices such as iPads, mobile phones,
computers and laptops to aid the students in learning.
ASSESSING STUDENTS WITH DISABILITIES
References
Ault, M. J., Bausch, M. E., & McLaren, E. M. (2013). Assistive technology service delivery in
rural school districts. Rural Special Education Quarterly, 32(2), 15-22.
