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A. General Student assessment should be humane B Responsibility (Who?) Student assessment is the responsibility of classroom teachers
F. Variety (How?)
Student assessment procedures should be varied and consistent with the purpose(s) of the assessment(s) More than one assessment method should be used to ensure comprehensive and consistent indicators of student performance, i.e. to enhance reliability Take into account the backgrounds and prior experiences of students
G. Frequency (When?)
Evaluation should occur throughout the teaching/learning process H. Modifications Alternate assessment procedures should be used with students who have special needs
Testing Accommodations
Before the testStudy guides Practice tests Teaching test-taking skills Modified test construction Individual tutoring
Testing Accommodations
During the testAlternate test format Alternate means of response Alternative sites Direct assistance Extra time
Testing Accommodations
After the testChange letter or number grades Change grading criteria Use alternatives to number and letter grade
Baseline Data
Recording of the behaviours exhibited by a student prior to the intervention
Event Recording
Recording of how often a behaviour occurs i.e. frequency
Duration Recording
Recording of the length of time a student engages in a specific behaviour
Latency Recording
Recording the time between the presentation of the cue to perform a task and the students actual initiation of the task
Scoring by Levels
Recording of the levels of assistance or intervention necessary to facilitate the students performance of a task
Accommodations
Adapting skill sequences-rearranging the typical order of steps within a task Adapting rules-changing certain rules to allow more participation Utilizing personal assistance-aids, peer tutors, buddy systems to accomplish tasks
Accommodations
Fostering social/attitudinal changeschanging assumptions and beliefs of the student, family, professionals and community members
Accommodations
Creating or using materials and devices to meet specific needs of specific studentsmicroswitches, mechanical devices, calculators, computers, communication devices, special handles, lifts
Facilitating Interactions
Facilitate reciprocal rather than helping interactions Allow all student varied opportunities to help Stress cooperation rather than helping Provide opportunities to show off competencies and strengths
Facilitating Interactions
Encourage maximum participation of all students Set up interaction opportunities that are valued activities for all students Fade teacher intervention/intrusion as quickly as possible
Facilitating Interactions
Avoid having non-handicapped peers implement nonfunctional or undignified teaching programs i.e. toileting Encourage choice and decision making Structure seating arrangements, playground activities, hallway mobility and positioning to facilitate interactions
Facilitating Interactions
When students are working or playing together in a group, reinforce and intervene with the entire group Use opportunities like teasing to teach values and appropriate responses to teasing, and to provide factual information Develop a social interaction project for all students
Facilitating Interactions
Answer students questions about disabilities factually without unnecessary detail or additional information. Use positive terminology, focus on abilities and emphasize similarities Encourage after-school relationships and activities
Facilitating Interactions
Conduct evaluations and determine quality of interactions I.e. amount of time, quality/type of interactions, perceptions and attitudes of students, teachers. Facilitate interactions, relationships and friendships rather than programs.
Instructional Strategies
Shaping- systematic reinforcement of a desirable behaviour Modeling- demonstrating a behaviour for the student to imitate Coaching- direct instruction, opportunities to practice the skill(s) with peers and a post review session to review the skill
Fading
Fade assistance as soon as naturally occurring supports are available Too much assistance may hinder the development of friendships
Goal
The challenge to professionals is to create the optimal environment that encourages individuals with and without handicaps to be friends with one another.