Assessment of learning disability / KUNNAMPALLIL GEJO JOHN

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ASSESSMENT OF LEARNING DISABILITY. KUNNAMPALLIL GEJO JOHN

KUNNAMPALLIL GEJO JOHN


A sound educational programme for learning disabled students comprise of 3 important steps;  Assessment  Identification  Planning instructional intervention. from the survey works it is somehow easier to identify more severely handicapped children than mildly handicapped ones. but a teaching expert can easily make out any deviation in classroom behavior pertaining to learning disabilities of children.

KUNNAMPALLIL GEJO JOHN


EARLY IDENTIFICATION. ďƒœ

Early identification & prevention are basic goals of intervention strategy.

ďƒœ

Early identification can be done based on 1.developmental lags in children. 2.preschoolers whose characteristics include slow development in motor skills, language & learning the skill associated with reading & other areas of school curriculum

KUNNAMPALLIL GEJO JOHN


The skills to be checked in preschoolers include;  manipulating objects precisely  describing objects  carrying on a conversation  naming shapes & colors  associating sound with letters  being able to reproduce sounds  counting  making appropriate social approaches  giving appropriate responses to others

KUNNAMPALLIL GEJO JOHN


IDENTIFICATION PROCEDURE IN CLINICS 

Variety of standardized tests.

Developmental scales that compare the child’s skill to norms.

Standardized instruments. KUNNAMPALLIL GEJO JOHN


Domains of Assessment ďƒœ 1. 2. 3. ďƒœ

Language: Spoken language: Phonology, morphology, syntax, semantics, pragmatics Reading: Reversals, phonology, syntax, semantics, gist comprehension Writing: Handwriting, spelling, composition. Mathematics: Numeracy, computational skills, problem solving requiring reasoning about quantities KUNNAMPALLIL GEJO JOHN


Domains of Assessment.. 

Cognition: Field dependence and field independence, Reflexivity and Impulsivity, Short term & long term memory and working memory, Meta-cognitive Skills.

Attention: selective attention, decision making, maintaining attention

Socialization: Externalizing behaviors, Internalizing behaviors KUNNAMPALLIL GEJO JOHN


PROCEDURE FOR IDENTIFICATION Assessment is the integral part of educational process. Educational assessment can be defined as the process of collecting data for the purpose of specifying & verifying problems & for making educational decisions about students. The assessment procedure can be classified into 2 categories; I. Informal assessment II.Formal assessment.

KUNNAMPALLIL GEJO JOHN


I.INFORMAL ASSESSMENT. ďƒœ

Although formal assessment is more widely used for identification of students with learning disabilities ,some of the information on which critical educational intervention is based, is obtained from informal assessment.

ďƒœ

Informal assessment gathered through the examination of student product such as papers,tests& presentation& through discussion with students & observation of everyday student behavior . KUNNAMPALLIL GEJO JOHN


TYPES OF INFORMAL ASSESSMENT. 1.

Curriculum based assessment.

2.

Criterion referenced tests.

3.

Observation.

4.

Interviews. KUNNAMPALLIL GEJO JOHN


CURRICULUM BASED ASSESSMENT It is based on determining instructional needs by directly assessing specific curriculum skills  Curriculum based assessment can be used to describe a variety of assessment techniques that measure the student achievement in curriculum  This approach uses direct observation & recording of students performance in a local school curriculum as a basis of gathering information to make instructional decisions. curriculum based measurement,response & error analysis ,task analysis & teacher made tests are widely used type of curriculum based assessment. 

KUNNAMPALLIL GEJO JOHN


CRITERION REFERENCED TEST. It is another form of informal assessment.  Criterion referenced tests are defined as an assessment that rate how thoroughly the students have mastered a specific skill or areas of knowledge.  It is different from norm referenced tests,in norm ref tests it compare the performance of one student against the performance of others.  These tests are either commercially available or teacher made tests. 

KUNNAMPALLIL GEJO JOHN


OBSERVATION Naturalistic observation is defined as the process of observing & recording behaviors in naturalist environment.  This method facilitates a broader look at behavior as well as factors affecting behavior.  This method is the most convenient & practically the foremost technique to identify learning disabled children.  This can be done in either simple or controllable conditions. 

KUNNAMPALLIL GEJO JOHN


INTERVIEWS,QUESTIONNAIR ES,& CHECKLISTS. 

These can be effectively made use of for informal assessment by the teachers. Interviews and questionnaires and effective informal data collection procedures that provide an opportunity for the teacher to ask questions and obtain reactions that assist in determining areas for further assessment.

The interview allows for a face-to-face interaction. It can either be structured (psychometric) or partially structured (explanatory Method).

While following this interview method for informal assessment, the teacher should ensure that his bias or prejudice not distort the information obtained. KUNNAMPALLIL GEJO JOHN


INTERVIEWS,QUESTIONNAIR ES,& CHECKLISTS…. 

In situations where face-to-face interactions are not feasible, written responses can be obtained through questionnaires

Checklists on the other hand contain lists of descriptive statements of traits, characteristics, behaviors, interests, skills or knowledge concepts.

Checklists take less time to administer than interviews and can be used to assess a greater number of students KUNNAMPALLIL GEJO JOHN


II.FORMAL ASSESSMENT. 

A single assessment instrument or person cannot identify LD; the basic diagnostic process is the same regardless of the disability.

Formal assessment usually employs a individually administered tests that have been standardized, in that they consist of a set of tasks given with uniform directions and compare performance to an identified standard.

These tests are norm-referenced tests. KUNNAMPALLIL GEJO JOHN


FORMAL ASSESSMENT…. 

There are quiet a number of tests employed in formal assessment for identification of LD.

The tests are given under three headings:  1. Measures of intelligence  2. Measures of academic functioning  3. Measures of certain cognitive areas 

KUNNAMPALLIL GEJO JOHN


MEASURES OF INTELLIGENCE. Measures of intelligence are very essential to verify that a child is or is not disabled. Intelligence tests are designed to provide a general indication of individuals aptitude in many areas of intellectual functioning.  The following are widely used intelligence test for identifying LD. · Termon-Merrill scale · Weschler-Intelligence scale · Slosson intelligence test for children and adults · Kaufman assessmernt6 Battery for children. 

KUNNAMPALLIL GEJO JOHN


MEASURES OF ACADEMIC FUNCTIONING 

LD children will have discrepancy between potential to learn and actual level of functioning is required to establish the existence of a LD.

Besides we must know as much as possible about the students disabilities in all academic areas in order to plan meaningful educational intervention.

Hence we should utilize tests that will establish students academic levels. KUNNAMPALLIL GEJO JOHN


MEASURES OF ACADEMIC FUNCTIONING….       

The tests widely used for this purpose are: The Wide Range Achievement test (WRAT) The Peabody individual achievement test The Brigance Diagnostic inventories Reading Readiness Test (RRT) Early Reading Skills (ERS) Gray Oral Reading Test (GORT-R) PPVT KUNNAMPALLIL GEJO JOHN


MEASURES OF COGNITIVE AREAS 

A wide variety of tests are used for the purpose of identifying LD as well as planning education intervention for them.

They are provided to give the readers the concept of the variety of tests that can be used in identification of and programmed planning for students with LD.

KUNNAMPALLIL GEJO JOHN


MEASURES OF COGNITIVE AREAS….. Few of tests are:  Auditory discrimination tests  Bender visual motor gestalt test  Basic concepts inventory  Clinical evaluation of language function  Developmental test of visual motor integration.  Quick neurological screening test

KUNNAMPALLIL GEJO JOHN


Team approach for Assessment 

Neurologist

Audiologist

Speech & language pathologist

Psychologist

Teacher KUNNAMPALLIL GEJO JOHN


KUNNAMPALLIL GEJO JOHN


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