Evidence Based Practices and Disability Assessment Essay Example

delivery and the attainment of lesson objectives. These principles entail developing explanations that enable students to comprehend the materials. To accomplish this, an assessment is conducted on students' existing knowledge, and connections between the concepts being taught and their prior understanding are established (Laurillard, 2013).

By using a good introductory method, instructors can help students remember concepts easily and develop a positive attitude towards the subject. It is important for instructors to have the learners in mind and make them feel that any given subject can be mastered. Additionally, it is beneficial to continually motivate students throughout the teaching process.

According to Laurillard (2013), it is important to avoid using abusive language as it can instill fear and reduce confidence in learners. Instructors should instead promote a student-centered approach by encouraging student involvement. This can be accomplished through various assessment techniques such as asking questions and regularly testing understanding. These techniques not only allow teachers to evaluate progress and provide better feedback, but also test the retention abilities of learners.

At the beginning of the teaching process, it is crucial for teachers to clearly communicate the learning objectives and real-life applications to students.

To create a positive and enjoyable learning experience for students, instructors can establish goals and make sure learners are aware of them. Instructors should also monitor progress and engage students with the subject. It is important to acknowledge and accommodate individuality in teaching approach in order to effectively transmit knowledge (Laurillard, 2013).

Effective teaching involves continuously experimenting to assess the impact of instruction on learning and adjusting the instruction based on the evidence gathered. It requires instructors to not assume that students will automatically understand the

material. In order to do this, individuals should recognize that the relationship between teaching and learning is complex, uncertain, and subjective. Employing effective learning methods and teaching strategies will result in students comprehending and grasping the subject matter.

Formative Assessments

This type of assessment is used to monitor student learning throughout the learning period. The feedback gathered is used to identify areas where students may have difficulties, allowing instructors to adjust their teaching while enabling students to regulate their studying. Formative assessments typically have a low point value.

Informal Techniques

These assessment techniques involve having students reflect immediately after a learning opportunity and respond to questions such as "what was the most challenging topic today?"

Formal Techniques

This method involves having students work in pairs or groups to solve problems, fostering peer-to-peer learning and promoting rich class conversations. Instructors and teaching assistants can guide and help students as they work, providing assistance when needed or redirecting those who are on the wrong track (laurilland, 2013).

Quizzes

Quizzes are used to assess prior knowledge, review progress halfway through a unit, create a friendly in-class competition, and review material before a test. Using quizzes at the beginning of units can also be an enjoyable way to evaluate what students already know.

The purpose of Summative Assessment

Summative Assessment is utilized to evaluate students' learning and is typically conducted at the end of an instructional unit or lesson. Its aim is to measure the degree to which students have achieved the desired learning outcomes (laurilland, 2013). This type of assessment encompasses various forms,

such as Exams, Papers, projects, presentations, and portfolios. In addition, there are recommended approaches to enhance the teaching process, which include:

• Stimulating interest and providing explanations

When students are engaged and interested in a subject, regardless of its educational or leisure nature, they tend to work diligently. Alongside capturing the significance of the content, instructors need to create explanations that ensure students understand (laurilland, 2013).

• showing concern and respect for student learning

The quality of teaching in higher education is often compromised due to a lack of genuine interest and empathy from both students and instructors. It has nothing to do with overwhelming students.

The text emphasizes the importance of kindness and humbleness in helping students understand their potential to excel in a subject. This can be achieved by using diverse assessment techniques and giving students the opportunity to showcase their mastery of the material through various means. It is necessary to eliminate assessment methods that promote rote memorization and repetition (laurilland, 2013).

Having clear objectives and academic challenges is crucial for success. Teachers who set high expectations for students and establish well-defined goals are more likely to achieve positive outcomes. Students should be aware of what they will learn and what is expected from them in terms of applying their existing knowledge.

Teachers also understand that each person learns differently and avoid enforcing a "one-size-fits-all" approach. They recognize the uniqueness of individual learning styles (laurilland, 2013).

Learning disabilities encompass a range of disorders that can impact an individual's ability to acquire, organize, retain, comprehend, or use verbal or non-verbal information.

Learning disorders, such

as dyslexia, can hinder the learning abilities of individuals who would otherwise have average cognitive skills. It is important to distinguish these disorders from specific learning difficulties like dyslexia, which do not impact intellectual capacity. In certain regions of the UK, the term "intellectual ability" has been widely acknowledged and accepted when discussing this subject (Trimmer et al, 2015). People with learning disabilities usually need daily support, with the extent of assistance depending on the severity of their disability.

When working with individuals who have intellectual disabilities, it is important to consider their unique strengths and address both their abilities and needs. This may involve conducting a comprehensive assessment to determine the appropriate course of action.

• Issues related to learning disabilities

The National Joint Committee on Learning Disabilities (2013) states that there are inappropriate diagnostic practices that can lead to misclassifications and misunderstandings within the community regarding learning disabilities. These methods, called inappropriate diagnostic methods, often fail to accurately describe the behaviors associated with learning disabilities. As a result, researchers may be confused when trying to understand the specific criteria for comprehending the learning processes associated with disabilities. The current challenge in addressing concerns about learning disabilities is establishing consistent definitions that encompass the lifelong nature and inherent characteristics of these conditions.

This generally results in a lack of understanding, willingness, and acceptance, making it difficult for individuals with disabilities to adopt certain behaviors (Frame & Matson, 2013). Stakeholders and agencies lack competent programs and personnel to provide both physical and psychological support to help them accept their conditions. As a result, teachers need to learn approaches and models for

accommodating disabled individuals in the classroom. Unfortunately, teachers often lack appropriate instructional materials to address the specific needs of these students. According to the same report, many schools worldwide do not have enough professionals with the necessary skills to diagnose exceptional cases of individuals who may not fit societal norms. Consequently, tutors and teachers may develop ineffective strategies for managing these individuals, causing them frustration and a sense of being unable to fit into predefined categories (Frame & Matson, 2013).

The limited understanding of cultural beliefs contributes to a lack of comprehension regarding the learning processes involved in assessing and categorizing levels of disability. Instead, society's values have developed negative attitudes that cause the field to lose focus. This is particularly evident in areas with little civilization and poor understanding. The affected victims themselves refuse to be associated with the term "learning disability" because they believe it would result in emotional and mental retardation, leading to misclassification of individuals who may not actually belong in the disability category. Poor comprehensive practices and procedures used in assessing learning disabilities further hinder efforts to address this issue. In other words, they end up confusing disability assessment with other learning problems that individuals may face.

• Actions to be taken regarding the learning disability assessment

Learning disabilities have varying levels of severity, including severe, mild, and moderate conditions. It is crucial to identify these conditions in order to use appropriate approaches (Frame ; Matson, 2013). Early intervention and ongoing support are essential for individuals with learning disabilities to develop necessary coping mechanisms

throughout adulthood. This includes addressing challenges related to learning disabilities in both academic and non-academic settings and gathering data from both contexts.

Conclusion

Generally, individuals with learning disabilities are typically considered to have average or below average intelligence. There is often a discrepancy between their potential and achievements, making this condition a hidden disability. Despite appearing normal or even bright, these individuals may struggle to meet the same expectations as their peers of the same age (Frame ; Matson, 2013).

Currently, it is not possible to fix or cure the learning disability as it is a lifelong challenge. However, by providing appropriate support and intervention, individuals with this disability can achieve success in academics, community, and relationships.

References

1. Frame, C. L., ; Matson, J. L. (Eds.). (2013). Handbook of assessment in childhood psychopathology: Applied issues in differential diagnosis and treatment evaluation. Springer Science ; Business Media.
2. Laurillard, D.

(2013). Rethinking university teaching: A conversational framework for the effective use of learning technologies. Routledge.

I. (2015). "Adaptive learning may lead to an inability to benefit from favorable circumstances: significance in comprehending depression." Evolution, medicine, and public health, 2015(1), 123-135.