HDHD Case Study Essay

Every state is different, but in Ohio we require students with learning disabilities to take the same test as their other peers that don’t have a learning disabilities. They are allowed to have extra time and accommodations when testing. Stated in the article Implications of High Stake for Students “It is a challenge, however, for the students to pass the courses and particularly the related high stakes tests that may be involved” (Landers). Students that have a learning disability should be taken into more consideration and have a separate test made for them. They aren’t going to be going at the same paste as their other peers so it is wrong to give them the same test. Data shows that students with disabilities fail large-scale tests at higher rates than other students, which cause them to start dropping

The first article, Predictors of Assessment Accommodations Use for Students Who are Deaf or Hard of Hearing by Cawthon & WurtzBest (2010), is a regression study aimed to explore whether student characteristics, teacher perspectives, and contextual factors predict accommodations use with students who are deaf or hard of hearing (Cawthon & WurtzBest, 2010). The article is very relevant to special education assessment because it discussed implications for assessment policies and practices with students who are deaf or hard of hearing, particularly during an era of accountability reform (NCLB accountability).

With high stakes testing, it requires, states to use accommodation and alternative testing in order to allow states not to exclude students with special needs from taking any of the state’s test. Before

Problems might start arousing when a class is crowded with students because an LSA is not able to talk and explain in a quiet environment, students interrupt and furthermore. Classroom organization strategies can have real benefits for students like John and other students with special needs. Even the planning of the floor space and the kinds and placement of furniture used need to be considered seriously, especially when a student makes use of a wheelchair like John. For example, floors that do not have a nonslip surface or no ramps can make wheelchair difficult to move. Furniture that is not placed in a proper way can block access to other things or materials such as computers and make mobility difficult for John. In addition, stationary and books that are too placed too high up may prove inaccessible to John. The design of the classroom should be predictable to make it easy for John to interact more with his peers. This can be a problem when one makes major changes without first taking into consideration their impact on students with special needs. However Gardner says “that childhood education should not be ‘one-size fits all’. Not all children are academic but all children have the ability to learn, be successful and to teach others in their area of intelligence. As educators we need to provide learning opportunities for children that reflect their

In this essay I am going to talk about the five stages of life and also demonstrate my knowledge and understanding of the theories of Erikson and Maslow. I am going to apply these theories to a member of the madga family from the case study.

For my field placement this semester I have been placed in School Lane Charter school located in Bensalem, PA. This charter school takes great measures in making sure their students get the best quality education. School Lane is an inclusive school, which means that students with or without disabilities are able to learn together, in the most least restrictive environment. I am placed in a first grade classroom this semester in Ms. Cameron’s room. The student who I chose to observe is Ben. Mrs. Cameron picked this student for me because it appears that he has some academic struggles followed by some deficits in social interaction and repetitive behavior such as, rocking back and forth. However, he has yet to be evaluated thus

A meeting attended by Ben’s parents, the special education teacher, the school psychologist, and myself is held to prepare an Individualized Education Plan (IEP) for Ben. We discuss the specific accommodations that will help Ben be successful and set goals for his progress. Ben’s IEP calls for pull-out reading and language arts instruction in the special education classroom, preferential seating in the general education classroom, and small-group testing. Goals are set for sight word recognition and reading fluency and

This specific class period could have many modifications to the assessment if the classroom was more diverse. A child with severe ADHD cannot maintain attention and are easily distracted when taking on a task (McMillian, 2011, p. 335). For a child with severe ADHD, the assessment could be more condensed rather than having fifty-nine questions. Fifty-nine questions is too many to have their undivided attention. I would condense the test to have simple and direct instructions and only have the most important key concepts the student needs to know. Also, I would place the student in the least restrictive or distracting area of the room or pull the student out to be in a different classroom where there are absolutely no distractions. For a student with a reading disability, I would have a

Brandon is a middle grades student with special needs, who is on occasion placed in a Special Education classroom and program during school hours. He has always struggled in school with in-classroom assignments, but seems to struggle more when being place in a general classroom setting. When asked to do course work, Brandon ignores the teacher on purpose and does what he wants, and think that he can get away with it because of his special needs.

Hall: I’ll be happy to explain them. The tests that Adam was administered all has an average or mean score of 100. These test have a wide average range of 85-119. Based on Adam’s sores Reading Comprehension he is in the low range because he had a Standard Scores range of 74-80. Adam’s written expression in also in the low range with a Standard Score range of 71-81. His math calculation is in the low range with a Standard Score of 30-43 and His math reasoning is in the very low range of 5-12. Don’t let these numbers scare you. This is just a form of measurement for us to understand Adam’s weakness and strengths. These numbers also help determine eligibility for special education. With your written consent we can proceed with the process. Adam will be assigned a team of experts that includes: Adam, the principle, his general education teacher, the special education resource teacher, myself and of course the pair of you. Mr. and Mrs. Gallery you will have a very active role in deciding how Adam will be taught. The professional can provide you with researched based data and evidence, and strategies. However, if you notice anything that isn’t working you are the only experts on Adam. We will develop an Individual Educational Plan or IEP and develop strategies, accommodations and modifications. We recommend that He is remains in the general education class but pulled out for resource room for the areas of weakness. We will also provide strategies that can be used at home.

6.5 million high school students are diagnosed with a learning disability. When I was in 5th grade I was diagnosed with dyslexia. Due to my dyslexia, I was allowed extra time, and in some cases, the questions would be read allowed to me. However, when taking the SAT/ACT I was not given these accommodations.

The mother explained she cannot read or write in the English Language, but her son’s older siblings can and try to help the younger sibling. The two older siblings have been very successful throughout their educational experience and have not struggled as the younger. She stated that her son as no desire to read at home, and completing homework is an everyday struggle with him. This student is in Tier 3 of the Response to Intervention (Mesmer & Mesmer, 2008) process, and has been referred for testing for special education services.

There are three categories for accommodations used on standardized tests. The three categories are timing and scheduling accommodations, presentation accommodations, and response accommodations. With timing and scheduling accommodations, students on IEPs can have extended time to complete their assessment. The time in which a test is taken can also be organized differently that traditional tests. Students can also be allowed frequent breaks during their test taking time. The presentation in which the test is given to a student can also be changed. Some students may need differentiation in test presentation due to needing an alternate mode of access; ex. auditory, multi-sensory, visual, or tactile.

LD had LS join afterschool homework help for additional tutoring, saw the school psychologist once a week in school. Her support consisted of the school accommodations with test taking, note taking, and essay writing within the IEP. After school LS saw a private psychologist once a week, and received minimal homework help outside of school, due to the high demands of the family. Due to the tensions between the school and family, communication was limited. LS always received her accommodations without objections from the school. She took modified tests in a resource room with the guidance of Special Education teachers. The tests were read aloud to LS, and the test format was predominantly multiple choice. When LS took notes in class they were photocopied, and occasionally had to fill in the blanks. On days that LS had to write extended response or short answer tests, the teacher wouldn’t grade the spelling errors due to the dyslexia. Instead, circled the miss spelled words to show LS what she was doing. The test taking accommodations worked well for her, and helped accommodate the dyslexia. Her class behavior got worse over 9th grade. LS wanted to fit in the student body, and was continuously seeking negative attention. Due to LS being in school in the 1970s the use of assistive technology wasn’t available for

Accommodationsrepresent adjustments to standardized instructional practices or assessment conditions that are designed to reduce the effects of a child’s disability by allowing him/her to participate more fully in instruction and to better demonstrate their knowledge and skills (Fuchs et al., 2000). The assumption is that an effective accommodation should minimize the functional impairment associated with a student’s disability but should notaffect the performance of a nondisabled student (Tindal & Fuchs, 1999)...Extended time, the most commonly administered accommodation for students with ADHD (Schnoes et al., 2006), has received the most empirical attention; however, findings regarding the effectivenessof extended time for these students are mixed. Brown, Reichel, and Quinlan (2011), for instance, demonstrated that receipt of extended time was associated with better scores on a passage comprehension measure among adolescents with ADHD; however, this study provided no comparison group of typically developing peers to evaluate whether the students with ADHD received a “differential boost” in performance (Tindal & Fuchs, 1999) from this accommodation. Several studies that have compared students with ADHD to their typically developing peers have suggested that extended time may not differentially benefit these