Specific learning disability Assessment and Curriculum

SPECIFIC LEARNING
DISABILITYASSESSMENT AND CURRICULUM
Assessment
Type of Test
Curriculum
Objective
EXIT

WHAT IS ASSESSMENT?
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INSTRUMENT AND
PROCEDURES FOR
COMPREHENSIVE
ASSESSMENT AND EVALUATION

To obtain a comprehensive set of quantitative and
qualitative data, accurate and useful information
about an individual student's status and needs
must be derived from a variety of assessment
instruments and procedures including Response-
to-Intervention (RTI) data, if available. A
comprehensive assessment and evaluation should

1. Use a valid and
the most current
version of any
standardized
assessment.

2. Use multiple measures, including both
standardized and non-standardized
assessments, and other data sources,
such as
•case history and interviews with parents,
educators, related professionals, and the student
(if appropriate);
•evaluations and information provided by parents;

•direct observations that yield informal (e.g.,
anecdotal reports) or data-based information
(e.g., frequency recordings) in multiple settings
and on more than one occasion;
•standardized tests that are reliable and valid, as
well as culturally, linguistically, developmentally,
and age appropriate;

•curriculum-based assessments, task and
error pattern analysis (e.g., miscue
analysis), portfolios, diagnostic teaching,
and other non-standardized approaches;
• continuous progress monitoring repeated
during instruction and over time.

3. Consider all components of the
definition of specific learning
disabilities in IDEA 2004 and/or its
regulations, including
• exclusionary factors;
• inclusionary factors;

• the eight areas of specific learning
disabilities (i.e., oral expression, listening
comprehension, written expression, basic
reading skill, reading comprehension,
reading fluency, mathematics calculation,
mathematics problem solving);

• the intra-individual differences in a
student, as demonstrated by "a pattern of
strengths and weaknesses in performance,
achievement, or both relative to age,
State-approved grade level standards or
intellectual development" 34 CFR 300.309(a)(2)(ii).

4. Examine functioning and/or ability
levels across domains of motor, sensory,
cognitive, communication, and behavior,
including specific areas of cognitive and
integrative difficulties in perception; memory;
attention; sequencing; motor planning and
coordination; and thinking, reasoning, and
organization.

5. Adhere to the accepted and
recommended procedures for
administration, scoring, and reporting of
standardized measures. Express results that
maximize comparability across measures
(i.e., standard scores). Age or grade
equivalents are not appropriate to report.

6. Provide confidence interval and
standard error of measure, if
available.

7. Integrate the standardized
and informal data collected.

8. Balance and discuss the information
gathered from both standardized and non-
standardized data, which describes the
student's current level of academic
performance and functional skills and
informs decisions about identification,
eligibility, services, and instructional
planning.

CURRICULUM-BASED MEASUREMENT, OR CBM
is a method of monitoring student.
educational progress through direct
assessment of academic skills. CBM can be
used to measure basic skills in reading,
mathematics, spelling, and written expression.
It can also be used to monitor readiness skills.

NON- STANDARDIZED AND ALTERNATIVE ASSESSMENTS
is the traditional form of Assessment,
where teachers construct questions,
evaluate student responses, assign and
check homework, and informally assess
student progress everyday.

Benefit
-They provide more accurate results of each students progress
-They can objectively provide a basis for cultural teaching
practices
-They are less intimidating to the student
-They can provide teachers better results on focus area's and
improvement points
NOT a benefit
-They cannot provide a wide-spread standard
-Grading is usually subjective to the teacher's interpretations
-It is hard to generate curriculum based on more abstract
assessment methods.

EXCLUSIONARY FACTORS
In order to be considered for a Specific
Learning Disability (SLD), the multi-
disciplinary team must rule out that the
primary cause of the academic deficit is.
caused by: • A visual, hearing, or motor
disability.

INCLUSION CRITERIA
are characteristics that the
prospective subjects must have if
they are to be included in the
study.

INTRA-INDIVIDUAL DIFFERENCES
 compares the child’s abilities in
one area with the child’s abilities
in other areas.

TYPES OF TESTS FOR
READING, WRITING AND
MATH

SCHOLASTIC READING INVENTORY (SRI)
 What it measures: Reading comprehension
 How it works: This computer-based test asks your child to read
fiction and nonfiction passages and then answer questions about
them. It’s “computer-adaptive.” This means that the test adjusts the
difficulty of questions based on what she’s getting right and
wrong.
 What the scores mean: The scores point to a grade level at which
your child is ready to be taught. Schools can then provide
instruction and support accordingly.

WOODCOCK READING MASTERY TEST (WRMT-III)
 What it measures: Essential reading skills
 How it works: Your child is given up to nine subtests that cover a
range of skills. This test looks at skills like phonological awareness,
comprehension, word and letter identification, reading fluency and
others.
 What the scores mean: This test measures many important
components of reading. Results can be combined and compared
to better understand your child’s reading challenges.

GRAY ORAL READING TEST (GORT-5)
 What it measures: Spoken (oral) reading fluency and reading
comprehension
 How it works: Your child is asked to read passages aloud and then
answer multiple-choice questions about what she’s just read. A
tester observes, follows along and takes notes. These observations
are used to analyze how and why your child is struggling.
 What the scores mean: The results of this test show how quickly
and accurately your child can read aloud. They also show how well
she understands what she reads.

COMPREHENSIVE TEST OF PHONOLOGICAL PROCESSING
 What it measures: How well your child understands sounds in words
 How it works: Your child is given up to a dozen subtests. Each subtest
manipulates parts of words to see if she understands how letters and groups
of letters combine to make sound. For example, one subtest may remove part
of a word (“dresser”) to form another word (“dress”). Your child is then asked
to say the new word. Other sub tests may focus on rapid letter or object
naming.
 What the scores mean: This is a targeted test. A professional who gives this
test will want to pinpoint where your child has difficulty with understanding
sounds in words. The results can help direct how she is taught.

TEST OF WORD READING EFFICIENCY (TOWRE-2)
 What it measures: Ability to pronounce written words
 How it works: Your child is asked to pronounce real and “nonsense”
words. This test can be completed in as little as five or 10 minutes.
 What the scores mean: This is a relatively quick way to determine
how well your child recognizes sight words and decodes sounds in
words. In grade school, results can help identify kids who need
help with reading skills. In older kids, the test can help identify
features of specific learning issues like dyslexia.

RAPID AUTOMATIZED NAMING TASKS
 What it measures: How easily and quickly your child can process printed
information
 How it works: For each subtest, your child is shown a paper with various items,
such as letters, numbers, colors or pictures of common objects. She’s tested
on how quickly and accurately she can name them.
 What the scores mean: Low scores on this test may not necessarily be a
problem. Some children can complete these tasks slowly but accurately.
However, if your child is working too slowly or making mistakes, it can mean
there’s an underlying problem. Seeing how your child struggles with this task
can be useful in creating strategies to help her learn.

TEST OF EARLY READING ABILITY (TERA-3)
 What it measures: Reading skills of children from preschool through third
grade
 How it works: Your child is asked to identify letters of the alphabet and the
meaning of words. She’s also asked about how books work—for instance,
where is the title page, what do pictures in a book mean, how do you hold a
book and in which direction do you read the text.
 What the scores mean: The results of this test can show where your child is on
the path to independent reading. A child who doesn’t know the alphabet or
how books work may need more than instruction on basic skills.

WIDE RANGE ACHIEVEMENT TEST 4
 What it measures: Basic academic skills in reading, spelling and math for ages
5 and up
 How it works: Your child takes a written test in word reading, sentence
comprehension, spelling, counting and math. She writes her answers in a
booklet. The same test is given regardless of a child’s age, and items start easy
and get increasingly difficult.
 What the scores mean: Results can show where your child performs on grade-
level work. They can also point to where she needs help in various areas of
academic performance.

KEYMATH–3 DIAGNOSTIC ASSESSMENT
 What it measures: Essential math concepts and skills
 How it works: Your child is tested on math concepts that are
appropriate for her age. These may include addition and
subtraction, percentages and interpreting numerical data.
 What the scores mean: This test shows how well your child
understands essential math concepts. The results can show where
she has strengths and weaknesses and can help schools give her
targeted instruction.

TEST OF MATHEMATICAL ABILITIES (TOMA-3)
 What it measures: Math abilities in kids 8 and up
 How it works: Your child is tested on math concepts like word problems,
computation and math symbols. There is also a subtest on using math in
everyday life. Your child is also asked how she feels about math and her math
ability.
 What the scores mean: This test offers a broad take on how your child is doing
in math. The results help identify students who are behind (or ahead of) their
peers in math skills and knowledge. By asking about attitudes, the test
uncovers how your child feels herself as a math learner.

WECHSLER INDIVIDUAL ACHIEVEMENT TEST
 What it measures: Reading, writing and oral language, as well as
math skills (depending on which subtests are used)
 How it works: Your child takes a pencil and paper or online version
of this test. It can be given to students at all grade levels.
Depending on the grade level and subtests used, the test can take
from 45 minutes to two hours to complete.
 What the scores mean: Results for this test, like other tests, give a
sense of how your child is doing in various academic areas.

 It’s important to keep in mind these aren’t the only tests that your
child may be given. There are dozens of different tests for reading,
writing and math.
 If testing is part of a comprehensive evaluation, the school
evaluation team will work with you and your child. Team members
will describe the tests to you, as well as the meaning of the results.
 Some tests are given once as part of an evaluation. Others may be
repeated during the year to help monitor your child’s progress.
Either way, the results will help you and others understand and
address your child’s challenges—and put everyone on track to
finding solutions.

Types of Intelligence
and Achievement Tests

WOODCOCK JOHNSON III TESTS OF COGNITIVE ABILITIES
 Age range: 2–90+ years
 How it works: Kids are given a series of tests on a
number of topics. These include verbal
comprehension, spatial relations and visual-auditory
learning. The tests can take 60 to 90 minutes.

DIFFERENTIAL ABILITY SCALES (DAS-II)
 Age range: 2.6–17.11 years
 How it works: Twenty subtests look at problem-
solving skills in a number of areas. There are lots of
visual cues, such as pictures. And children can often
respond to prompts by pointing to an “answer.”

STANFORD-BINET INTELLIGENCE SCALE-V
 Age range: 2–85+ years
 How it works: This test assesses abilities in five basic
areas. These include fluid reasoning, knowledge,
quantitative reasoning, visual-spatial processing
and working memory.

UNIVERSAL NONVERBAL INTELLIGENCE
 How it works: This test is given and answered using
a series of eight hand and body gestures, such as
pointing. It’s often used with kids who are
nonverbal or who have hearing issues.

WECHSLER INTELLIGENCE SCALE FOR CHILDREN (WISC-V)
 How it works: This test is divided into 15 subtests that
assess a range of areas. Results are totaled up to provide
one Full Scale IQ score. Sub-scores are also tallied for four
other areas. These include verbal comprehension,
nonverbal and fluid reasoning, working memory and
processing speed.

WECHSLER INDIVIDUAL ACHIEVEMENT TEST (WIAT-III)
 How it works: This test is divided into eight subtests.
Each assesses a specific ability. There’s a subtests
that looks at spelling, for instance, and one that
looks at listening comprehension. The subtests may
be given over a number of sessions.

PEABODY INDIVIDUAL ACHIEVEMENT TEST
 Age range: 5–22.11 years
 How it works: Kids are asked questions on a range of subjects, like
reading, math and spelling. They can then look at multiple-choice
answers and point to what they believe is the correct response.
Because this is a “show me” test, it’s often used with kids who have
trouble communicating verbally.
 If your child is being tested, it’s a good idea to learn as much as
possible about the entire evaluation process. It can also help to
know about the specific assessments used. The more you know,
the easier it will be to explain the process to your child.

VINELAND ADAPTIVE BEHAVIOR SCALES
 What it measures: How a child’s daily living skills compare to those of other
kids his age.
 How it works: Someone who knows the child well fills out a questionnaire or
answers questions about him. This is usually a parent or teacher. Questions
focus on the child’s abilities in basic areas. These include communication, daily
living, socialization and motor skills.
 What results mean: This test looks at a child’s ability to function on a daily
basis. It’s helpful for diagnosing and classifying certain types of disorders.
These include autism, Asperger’s syndrome and developmental delays. It also
helps determine how far a child is lagging behind his peers, and if there’s
reason for concern.

CONNERS’ PARENT AND TEACHER RATING SCALES
 What it measures: The presence and severity of behaviors related to ADHD.
 How it works: Parents and teachers fill out a brief multiple-choice
questionnaire on how a child behaves. Older kids may also be given a
questionnaire to fill out. Areas explored include inattention, hyperactivity,
learning problems and social skills.
 What results mean: This screening test points out where further testing may
be needed. It can help doctors diagnose ADHD. It can also help them monitor
how well medication or other therapies are working for kids who are already
diagnosed.

VANDERBILT ASSESSMENT SCALES
 What it measures: The existence and severity of ADHD symptoms. Also, other
common behavioral concerns and how they might be affecting behavior and
schoolwork.
 How it works: This test may be given after a more general assessment
suggests that a child shows signs of ADHD. Parents and teachers are asked
how often they see those symptoms and other concerning behaviors. The
choices are “never,” “occasionally,” “often” and “very often.”
 What the scores mean: Some of the questions are related to focus issues and
hyperactivity. If there are numerous answers of “often” and “very often,” it
could point to ADHD.

BEHAVIOR ASSESSMENT SYSTEM FOR CHILDREN (BASC)
 What it measures: Various aspects of a child’s behavior.
 How it works: A parent or teacher is given a broad range of
questions about a child’s behavior. That includes questions about
his social skills, ways of thinking and ability to adapt.
 What the scores mean: This far-reaching test is used to evaluate
kids for a broad range of behavior issues. Results help identify
areas of specific concern. They also help narrow down the
possibilities of what the problem might be.

ACHENBACH CHILD BEHAVIOR CHECKLIST
 What it measures: Emotional, behavioral and social development
and abilities.
 How it works: Parents and teachers get a list of about 100
statements that describe child behaviors. They then rate how “true”
or “untrue” each statement is for the child being evaluated. There’s
a Child Behavior Checklist for preschoolers, as well as for older
children.
 What the scores mean: Test results can point to a number of
behavioral and emotional issues. These include ADHD, depression,
phobias and oppositional defiant disorder.

BARKLEY HOME AND SCHOOL SITUATIONS QUESTIONNAIRES
 What they measure: A child’s behavior at home and at school.
 How they work: Parents are asked to rate how a child behaves in 16 common
home situations. Teachers are asked to do the same for 12 common school
situations.
 What the scores mean: To be officially diagnosed with ADHD, kids’ symptoms
must cause difficulties in two different areas of life. These two tests together
can show that.
 It’s helpful to learn as much as you can about the assessment process. You
can also find out about tests that are used to assess academic and social skills.
Together, you and your child’s assessment team will find answers to important
questions about your child’s behavior. Then you can begin to help him make
the most of all he has to offer.

Types of Tests for Language, Motor
and Processing Skills

REY-OSTERRIETH COMPLEX FIGURE DRAWING
What it measures: Perception of geometric objects, figures and their
relationship to each other in space and memory.
How it works: Kids are given cards with pictures on them. They are
first asked to copy the figure they are looking at and then to draw it
from memory.
What the scores mean: The scores reflect how kids perceive objects in
space. They may also suggest challenges with memory, attention and
planning. These “visuospatial skills” can affect the ability to identify
shapes. They may also affect athletics and how easily kids can find
their way around.

BEERY-BUKTENICA DEVELOPMENTAL TEST OF VISUAL MOTOR
INTEGRATION
 What it measures: Visual and motor skills.
 How it works: Kids are asked to copy geometric designs.
 What the scores mean: Low scores suggest problems with
fine motor skills and hand-eye coordination.

CHILDREN’S MEMORY SCALE
What it measures: Thinking and memory skills.
How it works: Kids are given a range of memory-related challenges,
such as remembering what’s been read aloud to them.
What the scores mean: Poor memory skills may point to learning or
attention issues. Identifying specific memory problems can help with
the creation of interventions at school.

NEPSY DEVELOPMENTAL NEUROPSYCHOLOGICAL ASSESSMENT–II
 What it measures: A broad range of thinking and problem-solving
skills.
 How it works: Kids are tested in seven general areas that affect
learning. These include attention, language, sensory/motor, spatial,
learning and memory. The assessment also looks at how kids make
sense of social situations.
 What the scores mean: Low-scoring sections of the test can point
to specific areas where kids may need help.

PEABODY PICTURE VOCABULARY TEST–IV
 What it measures: Ability to understand what is being said.
 How it works: Kids are shown a series of four pictures. The
examiner says a word that describes one of the pictures.
Kids are then asked to point to the matching picture.
 What the scores mean: The scores reflect how well kids
understand spoken language, and if problems at school
are related.

CLINICAL EVALUATION OF LANGUAGE FUNDAMENTALS (CELF-5)
 What it measures: Ability to understand language and to
express feelings and thoughts out loud.
 How it works: Kids are shown pictures and asked to
respond to them verbally.
 What the scores mean: Scores that vary from the norm for
a child’s age can point to problems with language
comprehension and expression.

EXPRESSIVE ONE-WORD PICTURE VOCABULARY TEST AND
RECEPTIVE ONE-WORD PICTURE VOCABULARY TEST
 What they measure: Ability to understand language and
communicate verbally.
 How they work: In the expressive test, kids are asked use one word
to name a variety of objects, actions and concepts. In the receptive
test, kids hear words and are asked to select pictures that best
depict them.
 What the scores mean: Kids with low expressive scores show
difficulty getting their message across to others. Kids with low
receptive scores show difficulty grasping what others are saying.

PEABODY DEVELOPMENTAL MOTOR SCALES (PDMS-2)
What it measures: Motor skills of kids up to 7 years old.
How it works: Kids are asked to complete a series of activities that test their
motor abilities, such as drawing.
What the scores mean: Low scores for certain motor skills may point to issues
such as dyspraxia or dysgraphia.
These tests can provide valuable information about what may be at the root of a
child’s learning challenges. The professional evaluating your child should discuss
the testing process with you and your child separately. Both the professional
and parents can prepare kids so that the evaluation is a good experience. It also
helps to learn about other types of tests that are used to evaluate learning and
attention issues.

CURRICULUM
Verbal Communication with the student
To ensure that students appreciate the significance
of what is being said to them –the subtleties of
competing perspectives in a lecture theatre, or the
health and safety arrangements in a workshop, or
the detailed planning for a fieldtrip – it it important
for staff to ensure that strategies are in place to
support the desired understanding.

Processing auditory information
Developing reliable short term memory
and recall
Sequencing information
Multi-asking (especially note-taking)
Processing information under constrains

WRITTEN MATERIALS FOR THE STUDENT
Despite advances in e-learning, the widespread
use of hard-copy written material to inform
the study is fundamental.

Accurately comprehending written
material
Scanning for information
Reading, analyzing and summarizing
for acquisition, retention and revision

Reading freely without distractions and
discomfort from visual perceptual
distortions in a text
Reading for meaning in a distracting
environment
Making accurate notes

Reading accurately at a competent
rate
Pre-planning for practical activities
such as fieldwork

Written assignments, reports,
fieldwork logs.
Writing legibly at speed
Demonstrating understanding through written
expression and fluency

Utilizing spelling and grammar for key
skills, written communication
Proofreading successfully
Acquiring a subject-specific vocabulary

MATHEMATICS, STATISTICS AND SYMBOLS
Confusion with mental arithmetic calculations,
symbol recognition and ordering
Recalling previous stages of calculations and
losing the minutes in a complex problem
Difficulties recording accurate data

Accurately scanning graphs for information
Misplacing and misreading decimal points
Missing out and misreading questions and
worded problems
Confusion of symbols such as + and x, < and
>.
Mistakes in copying from line to line.
Inversion of fractions.

GROUP WORK AND COLLABORATIONS
 Reluctance to reveal weaker areas, e.g spelling,
handwriting, inaccurate calculations.
 Problems with verbal fluency, processing language
and saying the wrong thing.
 Increased anxiety caused by group work.

Effects of low-esteem and lack of confidence.
Mis-cueing facial expression and body
language
Not wanting different treatment to others.
Ensuring that students with dyslexia are not
stigmatized

PRESENTATIONS AND COMMUNICATIONS
 Problems with verbal fluency, processing language
and saying the wrong thing
 The effects of a lack of confidence and low self-
esteem.
 Increased anxiety occasioned by making a
presentation.

Effectively managing time and timing
The need to keep updating strategies to
support learning and minimize the impact
of dyslexia.

OBJECTIVE:
At the end of lesson the student may able to:
 Identify the Assessment and Curriculum suited in SLD.
 Determine the type of test and proper action assess SLD.
 Do proper assessment and Create curriculum for SLD.

Specific learning disability Assessment and Curriculum

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