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Term Paper # 108399 :: Learning Disabilities and High Stakes Testing
An examination of the purpose of high stakes testing in the educational system and its impact on children with learning disabilities.
Written in 2007; 1,517 words; 10 sources; MLA; $ 49.95
Paper Summary:
This paper discusses the use of high stakes testing in the educational system in the United States. It looks at the history of high stakes testing and its aims within the educational system. The paper first discusses the major difference between high stakes testing in the past and now. The paper then focuses on the impact of high stakes testing on children with learning disabilities.
From the Paper:
"Placing and labeling students unnecessarily are obviously unethical and providing students with disabilities with the access to the same testing opportunities and life experiences should be one of our goals. Pitonak and Royer (2001) address the issue of testing accommodations for disabled students. Their discussion includes determining who truly has a disability, the methods by which accommodations are provided, and what the test results actually mean. Once the determination of a disability has been made, the issue of the appropriateness
of the accommodation arises. The accommodations often approved for students with learning disabilities in high stakes assessments are extra time, which is intended to compensate for the information-processing deficits of students with learning disabilities, as is the use of a reader. Use of a scribe or a word processor is aimed at compensating for the deficits most students with learning disabilities have in writing skills. Pitonak and Royer (2001) consider the issues of when and how to provide testing accommodations to students with disabilities and what the resulting test scores mean, controversial. They argue that providing in test accommodations, although important, can ruin the results of the test and should therefore not be the only method of preparation used."

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