Assessment Assistive Technology Guidelines 
edWeb.net
MARCH 23, 2023
District leaders successfully put into motion CITES’ effective practices related to leadership, teaching, learning, assessment, infrastructure, and family engagement. Consider taking the following steps, similar to what Jenks undertook, to launch a successful accessible technology initiative.
eSchool News
SEPTEMBER 4, 2017
According to the National Assessment of Educational Progress, 80 percent of students with learning disabilities have dyslexia. Develop Guidelines. District administrators can help with intervention by creating clear guidelines on testing within their districts, rather than waiting for their state to act on legislation.
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edWeb.net
AUGUST 4, 2023
CITES advances the conventional definitions of accessible and assistive technologies by providing a practical blueprint for districts to create inclusive environments for all members of their population. Dr. Smith also underscored the significance of extending an invitation to existing users of assistive technology.
The Hechinger Report
MARCH 3, 2023
Products that use voice assistant technology to measure a student’s language comprehension and creation skills are one example. Hebbar said she’s seen racial biases in some of the personalized learning software available for schools.
eSchool News
AUGUST 27, 2024
. — Rebecca Kockler, Executive Director of the Reading Reimagined Program, Advanced Education Research and Development Fund Current assessments tend to just ask students to regurgitate information, which doesn’t prove they’ve internalized the content. With new guidelines from the U.S.
edWeb.net
SEPTEMBER 13, 2017
According to the National Assessment of Educational Progress, 80% of students with learning disabilities have dyslexia. District administrators can help with intervention by creating clear guidelines on testing within their districts, rather than waiting for their state to act on legislation.
edWeb.net
FEBRUARY 22, 2018
Although it’s important to assess for phonological abilities like phonological awareness, phonological memory, and rapid naming, these alone should not determine whether one has dyslexia. “It’s important to do a comprehensive assessment that extends beyond phonological processing,” said Rick.
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