One of the realities of teaching today is that most teachers work in classrooms with students identified with a wide variety of needs.
We often focus on how to best accommodate our students with learning support needs, but when we welcome a student with emotional support needs into our classroom, it can really turn everything upside down.
The teacher does this by carefully monitoring students' writing to assess strengths and weaknesses, teaching specific skills and strategies in response to student needs, and giving careful feedback that will reinforce newly learned skills and correct recurring problems.
These responsibilities reveal, upon inspection, that assessment is clearly an integral part of good instruction.
When it is impossible, even with revision, to make a test question accessible, the Department will revise, delete or replace the item.
When this occurs the Department provides special instructions for scoring the affected Braille edition. What types of accommodations are permitted for a student with a visual impairment who is unable to see specimens/objects or see through a microscope during science labs?
These students are not "out to get" the teacher, although it may feel that way to the teacher during a stressful day at school.
Such strategies may be needed to support students with AD/HD throughout the school years.
The third type he referred to as official assessments, which are the periodic formal functions of assessment for grouping, grading, and reporting.
In other words, teachers use assessment for identifying strengths and weaknesses, planning instruction to fit diagnosed needs, evaluating instructional activities, giving feedback, monitoring performance, and reporting progress.
Students with emotional support needs often don’t “play by the same rules” as other students.
They don’t always follow our classroom procedures and they don’t adjust their behavior when we correct them–gently or firmly.