This document discusses challenges for teachers in assessing literacy skills for students with special needs, particularly those with Autism, in inclusive classrooms. It notes that assistive technology can aid in engaging these students by motivating them to participate in literacy activities. The document also discusses formative and summative assessment strategies for these students, emphasizing the use of visual supports, incorporation of personal interests, feedback, observation, adaptation of assessments, and alternative assessments tailored to students' individual needs.

1. Classroom-Based Assessments for
Assessing Literacy Skills for
Students with Special Needs in the
Inclusive Classroom Environment
Kim C. Hopkins
ED-556-Models & Theories II
Averett University

2. Challenges for General &
Special Educators
O The number of students with Autism being serviced in
the general education setting is steadily increasing.
O Students with Autism are often left out of meaningful
literacy experiences due to lack of teacher knowledge
about how to engage these students in activities such as
storytelling, creative writing, and acting out story events.
O Students with Autism have deficits in communication,
language, and social skills. It is a challenge for general
education teachers and special education teachers to
know how to meet the unique needs of these students.

3. Technology-based Instruction
& Assessments
O Assistive technology incorporated within instruction
aids in motivating and engaging students with
Autism to participate in literacy-based activities.
O In this digital age, students with and without
special needs have high interest and skill with
using various technology tools.
O Technology makes assessment efficient, effective,
and more engaging ( Kilbane & Millman, 2014).

4. Formative Assessments For Students with
Special Needs
O Assessments for Learning
O Use digital media tools- Powerpoint,
Photostory 3
O Use Boardmaker pictures or other visual
supports for prompting/questioning
O Obtain knowledge of student’s personal
interest to incorporate within assessment
O Talk to students about their learning and give
them feedback on learning experiences
O Observe to analyze & interpret student’s
contributions during lessons

5. Summative Assessments for Students with
Special Needs
O Assessments of Learning
O Utilize child’s level of language
O Based on real social contexts and real-life
relationships
O Utilize a digital format
O Adapt assessments and provide
alternative assessments specific to the
needs of the student

6. Reference
O Lindsey-Glenn, P.F., & Gentry, J. E. (2008). Improving
vocab-
O ulary skills through assistive technology: Rick’s story.
O TEACHING Exceptional Children PLUS, 5(2), 1-11.
Re-
O trieved from journals.cec.sped.org