This paper examines assessment standards used to determine disabilities.
Written in 2006; 2,250 words; 8 sources; $ 89.95
Paper Summary:
This is a critical paper addressing the teacher's role in increasing the knowledge of the individual learner through observation of cognitive abilities, portfolio reviews and thinking aloud exercises that contrast very often with results of assessment indicating disability or defect. The paper includes a varied bibliography from North American sources. The paper also notes the different kinds of intelligence, variation and the failings of assessment systems now in place.
From the Paper:
"Students with special needs are sometimes assessed using curriculum standards or testing instruments that relate them to the general student level and at others using instruments to demonstrate their progression level and later progress. One sees the need in some situations for both kinds of assessment, especially when trying to determine the areas in which special needs students require extra attention. Ideally, one hopes to assess students in relation to a group of children who do not have special needs and then again more individually."
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