1. Assessment of Learning Disabilities Kaitlin Olufs and Alexis Peterson

2. Assessments Learning Disabilities

3. Assessments for Tourette’s

4. Accommodations for tourettes Allow the student to take tests in a private room so that he or she does not waste energy suppressing the tics--interfering with the student's concentration If the student's tics are particularly disruptive, avoid recitation in front of the class. Modify written assignments by reducing the number of problems presented or required to copy. Allow the student to write the answers directly on a test paper or booklet rather than use computerized scoring sheets Allow the child un-timed tests to reduce stress. Try to use a multi-sensory approach whenever possible. Avoid multi-directions http://www.angelfire.com/ok/onedayatatime/class.html This setting may include a private study area, exams outside the regular classroom, or even oral exams when the child's symptoms interfere with his or her ability to write. Untimed testing reduces stress for students with TS. http://www.ninds.nih.gov/disorders/tourette/detail_tourette.htm#158883231

5. Assessments for ADHD - give extra time Only one task at a time Simple instructions Maintain eye contact Avoid distracting stimuli http://www.teachervision.fen.com/add-and-adhd/teaching-methods/5314.html Evaluation: Testing Accommodations Just as for students with other disabilities, many types of accommodations are available to students with ADHD; however, one accommodation seems to be the most commonly offered. Whether the students' special needs are addressed through IDEA '04 or through Section 504, the most common accommodation to testing situations for students with ADHD is extended time (Elliott & Marquart, 2004). When offered this accommodation, students with disabilities typically take only 8 or 12 minutes longer to answer test items. But does having longer to complete a test make a difference in results? Surprisingly, whether for students with disabilities or without disabilities, extended time does not significantly improve students' scores. What. interesting, however, is that students who are offered extended time feel better about the testing situation, claim they were more motivated to complete the [est, felt less frustrated, and thought they performed better. Outcome measures— measures of how well the students actually did on the test—did not support students' feelings about their performance (Elliott & Marquart, 2004).special needs http://www.education.com/reference/article/ADHD-assessment-attention-deficit/?page=2

6. Accommodations for ADHD

7. Characteristics Although students with TS often function well in the regular classroom, ADHD, learning disabilities, obsessive-compulsive symptoms, and frequent tics can greatly interfere with academic performance or social adjustment http://www.ninds.nih.gov/disorders/tourette/ detail_tourette.htm#158883231 http://www.ninds.nih.gov/disorders/tourette/ detail_tourette.htm#158883231