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In a significant step forward for students with disabilities, the U.S. Congress adopted NIMAS as part of the Individuals with Disabilities Education Improvement Act of 2004, a reauthorization of the Individuals with Disabilities Education Act.
Standardized universal screeners and regular progress monitoring assessments are used to evaluate students' proficiency in core knowledge and skills (e.g., reading, mathematics), as well as determine any necessary modifications to the instruction or appropriate interventions for those appearing as below grade level. [4]
Reading for special needs has become an area of interest as the understanding of reading has improved. Teaching children with special needs how to read was not historically pursued under the assumption of the reading readiness model [1] that a reader must learn to read in a hierarchical manner such that one skill must be mastered before learning the next skill (e.g. a child might be expected ...
The incorporation of inclusive writing practices within the curriculum allows students with dyslexia to achieve a parallel education as their peers who do not have dyslexia or other reading disabilities. [18] [19] These practices provide effective strategies for writing courses to cater to the unique needs of students with dyslexia.
Language-based learning disabilities or LBLD are "heterogeneous" neurological differences that can affect skills such as listening, reasoning, speaking, reading, writing, and math calculations. [1] It is also associated with movement, coordination, and direct attention. LBLD is not usually identified until the child reaches school age.
The Test Accessibility and Modification Inventory (TAMI) [87] and its companion evaluation tool, the Accessibility Rating Matrix (ARM), were designed to facilitate the evaluation of tests and test items with a focus on enhancing their accessibility. Both instruments incorporate the principles of accessibility theory and were guided by research ...
Research suggests students with special needs benefit from being included in general education and its curriculum. [22] An integrated classroom is made up of mostly neurotypical children and several children who have IEPs. These are typically higher functioning children with disabilities that require help in areas of social skills.
In contrast, standard fixed tests almost always provide the best precision for test-takers of medium ability and increasingly poorer precision for test-takers with more extreme test scores. [citation needed] An adaptive test can typically be shortened by 50% and still maintain a higher level of precision than a fixed version. [2]