IndexIntroductionAssessments and PoliciesAssessments for Students with DisabilitiesStudents with Disabilities and No Child Left BehindSpecial Student NeedsConclusionReferencesIntroductionDuring this project I will examine the different assessments administered in various counties and states. I will carefully examine how students with disabilities are assessed and whether technologies could be added to help them succeed. Also, I will be looking at what things have already been put in place to make sure the assessments are at their level of understanding and what their success rates have been over the years as not all disabilities are non-cognitive. Say no to plagiarism. Get a tailor-made essay on "Why Violent Video Games Shouldn't Be Banned"? Get an original essay I will also research more disabilities to determine whether assessments can also measure their progress and what other measures administrators could take to ensure they are included within state testing standards. I strongly believe that all disabilities should be included in a school's testing and seeing if they are tracking with the state, because all students can be taught. Assessments and Policies I currently reside in Statesboro, Georgia in the Bulloch County district where I work as a paraprofessional for a self-contained Emotional Behavior Disorders classroom. Currently in this district students are assessed by administering the Georgia Milestone Assessment System (GMAS), this assessment begins in third grade through eighth grade. All public school students in grades three through eight will take tests in English/language arts and math at their grade level. For fifth and eighth grades, students in Georgia will also need to pass exams in the Science and Social Studies regions. The administration of these tests now mainly takes place online. Once students move on to high school, they are required to participate in assessments titled End-of-Course Tests (EOCs). Georgia has developed a specific set of academic expectations or desires at each grading level for all students. The results provide educators with meaningful data on the academic achievement and progress of each student in their class and help them plan an instructional program for their students. Students are not compared to each other, but are evaluated on how well they are meeting school guidelines. Comprehension results in each substance zone will be sorted into four performance levels: Beginner Learner, Developing Learner, Expert Learner, or Distinguished Learner. A student exhibit on EOGs will also help decide advancement to the next assessment level for all students. Third-, fifth- and eighth-grade public school students who do not meet the required testing rules will be given the opportunity to make amends and retake the test. Government and state laws require that government-funded schools annually evaluate all enrolled students. In Georgia, the State Board of Education has determined that the Georgia Milestones Assessment System will meet this command; As such, Bulloch County Schools is required to offer all public school students the opportunity to take part in state assessments. There are accommodations considered for students with disabilities who request them. Neither an Individualized Education Program (IEP) team nor a parent can request that a student be excluded from the evaluation. Assessments for Students with Disabilities Georgia requires all students to participate instate-level assessment programs. For any year in which all students are assessed, students with disabilities must participate in regular assessment or the Georgia Alternate Assessment (GAA). In Georgia, three categories of public school students qualify for services: students with an Individualized Education Program (IEP), students with an Individual Accommodation Plan (IAP), also known as a Section 504 agreement, and English language learners with a test plan of interest (ELL/TPC). This manual leans towards the use of probationary accommodation for students with disabilities, students with an IEP or IAP. During research I found the requirements for accommodations for students to use very interesting, namely: Accommodations should allow students to participate more fully in instruction and assessments and better demonstrate their knowledge and skills, accommodations must be based on the individual student's needs and not based on a disability category, grade level, general classroom time, or program setting, accommodations must be justified and documented in the student's IEP or IAP, accommodations must be aligned and made part of daily education; accommodations should not be introduced for the first time during a student's testing, accommodations should foster and facilitate student independence, not dependency. Students with Disabilities and No Child Left Behind Several important laws require the participation of students with disabilities in standards-based education and assessment initiatives. These include federal laws such as No Child Left Behind 2001 (NCLB) and the Individuals with Disabilities Education Improvement Act of 2004 (IDEA). Georgia law also requires the participation of students with disabilities in the evaluation process. The No Child Left Behind Act of 2001 (NCLB) provides benefits for children with learning disabilities (LD), as well as some limitations that may prevent these equivalent students from getting a charge out of most of the doors open in the law. According to NCLB, appropriate accommodations are characterized by changes in materials or testing methods that ensure that an assessment estimates the child's current information relative to the child's handicap. IEP teams cannot exempt children from participating in a state's scoreboard. The IEP or 504 team decides how a child will participate, not whether a child will participate. Additionally, out-of-level testing is not permitted by NCLB. Children, including those with disabilities, should be examined at the child's relegated assessment level. These arrangements will ensure that all children are integrated and that practices, such as out-of-level testing, begin to fade away. The need for proficient level tests will improve access and introduction to the general education plan for children with learning disabilities, giving faster learning possibilities for people who have previously been exposed to watered-down educational programs and limited desires. Specific Student NeedsStudent Needs are explicit skill deficiencies that hinder academic, physical, behavioral, and self-improvement exercises in daily life or social fulfillment. Students' needs are dictated by educators or possibly other experts (sometimes through appropriate assessments) and in dialogue with guardians/guardians. Students' needs can be adequately met through appropriate education systems. While every student has different adaptation needs, in this segment you will find a collection of workable visualization methods for a number of basic need areas, including some teaching methods,