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INTERPRETING EVALUATION RESULTS1Interpreting Evaluation Results and Identifying Characteristics of DisabilitiesAmy HarrisonAshford UniversityESE601: Educating Students with Exceptionalities in the SchoolsDr. Elisabeth KannenbergAugust 24, 2020
INTERPRETING EVALUATION RESULTS2Henry is a transfer student and was recently evaluated to see if he has a disability and to see if he qualifies for services. Prior to this school year his previous school did not sent any records of how he was doing in school. Henry is a current student in Mrs. Harrison and Mr. Franklin’s classroom for this school year. Mr. Franklin and I are trying everything that we can to provide Henry with the best education possible. Throughout this paper different disabilities will be defined using IDEA along with some of the characteristics. Then the IDEA definitions will be used to take in consideration of what disability/disabilities Henry has and there will be a recommendation of three interventions that would be beneficial to Henry.Part I: Disability Category Under IDEASpecific Learning DisabilitiesThe Individuals With Disabilities Act section 300.8 C (10) defines Specific Learning Disabilities as a disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written, that may manifest itself in the imperfect ability to listen, think, speak, read, write, spell, or to do mathematical calculations, including conditions such as perceptual disabilities, brain injury, minimal brain dysfunction, dyslexia, and developmental aphasia (U.S. Department of Education, 2018). The characteristics often associated with Specific Learning Abilities that are commonly seen in the educational environment are “unusual and inconsistent spellings, reversals or transpositions of letters in words, or of numbers in figures, formulae and dates, omission of parts of words or sentences, or omission of auxiliary verbs, pronouns and prepositions, and lack of proper order or demonstratedsequence in writing and mathematical calculations” (ADCET, n.d.). The characteristics adversely
INTERPRETING EVALUATION RESULTS3impact educational performance and academic progress in all areas of school. Students often have to reread passages multiple times or listen to spoken instructions many times. Specific learning disabilities also effect the speed at which students read and write. Students may take longer to process information before answering questions. Some students are hesitant in taking part in group discussions while other students find it hard to focus and pay attention. Finally, these students have trouble staying organized and keeping track of their homework to turn it in on time.According to McLeskey, Rosenberg, & Westling (2018), dyslexia is “a reading disability that is assumed to be the result of some type of neurological dysfunction” (Ch.4.). Dyslexia impacts reading and related language-based processing skills in so many ways. For instance,