ASSESSMENT OF CHILDREN WITH LEARNING DISABILITIES

Course Title: Assessment of children with Learning Disabilities

Course Code: SPED 117
Credit Units: 4

Course Objectives:

 To understand the meaning and concept of Screening, Identification and Assessment of Children
with Learning Disabilities
 To demonstrate skills in using different types of assessment procedures for Learning Disabled
children
 To use other tools and techniques of assessment for Learning Disabled children
 To demonstrate ability to assess and identify areas of deficits in children with Learning
Disabilities

Pre-requisites:
 The student will be able to differentiate between Screening, Identification and Assessment
 The student will be able to demonstrate skills in using different types of assessment procedures
for Learning Disabled children
 The student will be able to demonstrate ability to assess and identify areas of deficits in children
with Learning Disabilities

Student Learning Outcomes:

After studying this paper, the students are expected to

1. Explain the meaning and concept of screening, identification and assessment of children with L.D.
2. Use the techniques of assessment for learning children with disabilities.
3. Demonstrate skills in diagnosing the educational problems encountered by learning disabled children.
4. Demonstrate ability to construct / develop tools for assessment to identify areas of deficits in children
with L.D.
5. Demonstrate the ability to write reports and discriminate findings of the assessment.

Course Contents/Syllabus:

Weightage
(%)
MODULE I : ASSESSMENT OF CHILDREN WITH LEARNING DISABILITY 20

Descriptors/Topics
 Concepts of Screening and Identification of children with learning disabilities
 Assessment, Measurement & Evaluation of Educational Needs of Children
with Learning Disabilities
 Need for Early Intervention of children with Learning Disabilities
 Identification Criteria –Inclusion Criteria, Exclusion Criteria and Discrepancy
 Distinction between children with learning disabilities, slow learners and
children with mental retardation
MODULE II : TYPES OF ASSESSMENT 20
Descriptors/Topics
 Formal and informal Assessment
 Criterion Referenced Tests and Norm Referenced Tests
 Teacher made Tests and Curriculum Based Assessment
 Functional Assessment of life skills and ecological assessment
 Interpretation of tests reports and results for educational programming
 MODULE III: TOOLS & TECHNIQUES FOR ASSESSMENT (MEANING, 20
CHARACTERISTICS, MERITS AND DEMERITS)
Descriptors/Topics
 Teacher Made Test
 Observations
 Interviews
 Questionnaires
 Rating Scales
 Check Lists
 Case Study
 Anecdotal Record
 Cumulative Record
 Interpretation of assessment and report writing.

MODULE IV : ASSESSMENT AREAS AND ASSESSMENT OF BASIC 20

CURRICULAR SKILLS
Descriptors/Topics
 Memory
 Attention and Perception
 Language – Listening, Thinking and Speaking in first Language And second
Language)
 Social Emotional Areas
 Reading skills including Pre academics
 Writing skills including Pre academics
 Spelling skills
 Maths skills

MODULE V: FEATURES AND USES OF FOLLOWING ASSESSMENT TOOLS 20

Descriptors/Topics
a. Wechsler’s Intelligence Scale (WISC)
b. Bender Gestalt Visuo-Motor Test
c. Indian adaptation of Stanford-Binet test of Intelligence by S.P.
Kulsreshtha
d. Diagnostic Test of Learning Disability (DTLD)
e. Peabody Individual Achievement Test (PIAT)
f. Swarup-Mehta test of thinking strategies (TTS)
g. Aston Index for Screening Children with Learning Difficulties
h. Grade Level Assessment Device for children with learning problems in
regular schools (GLAD)
i. Vineland Social Maturity Scale (VSMS)
j. Developmental Screening Test (DST)

Pedagogy for Course Delivery:

  Lecture
 Tutorials
 Presentation and Discussions

Lab/ Practicals details, if applicable:

 Preparation and use of interviews/observation schedule for informal assessment.
 Administer the DTLD Test on a child with learning disability and prepare a case analysis .
 Preparation and use of interviews / observation schedule for informal assessment.
 Preparation of a teacher made test on a given academic area
 Development of an assessment tool in the given area

\Assessment/ Examination Scheme:

Theory L/T (%) Lab/Practical/Studio (%) End Term Examination

30 N.A 70

Theory Assessment (L&T):

Continuous Assessment/Internal Assessment End Term

Examination
Components Class Test Project Portfolio Attendance
(Drop down)
Weightage (%) 10 10 5 5 70

Lab/ Practical/ Studio Assessment:

Continuous Assessment/Internal Assessment End Term

Examination
Components (Drop
down
Weightage (%)

Text & References:

1. Ashlock,P.(1972) Errors Patterns in Competition. A Semi-Programmes Approach. Columbus:

Ohio-Charles .
2. Bender,W.N.(1995) Identification and Teaching Strategies for Learning Disabilities. New York:
Allyn Bacon .
3. Lee,S.H. , Harris,K.R. and Graham.S. (2003) Handbook of Learning Disabilities. London:
 Guilford Publishers.
4. Lerner, J. W (1985) Learning Disabilities. Boston: Houghton Mifflin .
5. Lindsay, G. (1984) Screening for children with Special Needs. London: Croom Helm.
6. Swady,E.R. (1989) Diagnosis and Correction of Reading. Difficulties. Boston: Allyn & Bacon.
7. Taylor,B. et.al (1988) Reading Difficulties: Instruction and Assessment. New York: Random
House.
8. Venkateswarlu,D. (2005) Diagnosis and remediation of mathematical difficulties. New Delhi:
Neel Kamal publications.

Any other Study Material:

 Power Point Presentations

 Resource material collected and compiled from reference books