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ASSESSMENTS & EVALUATIONS FOR THE DYSLEXIC & ADHD STUDENT - MANUAL Hardcopy in Binder

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Hardcopy Version in Binder

This manual teaches procedures for assessing and evaluating the learning difficulties of dyslexic students. It also highlights the many particular skills and problems specific to dyslexia. *The binder comes with:

  • a packet of templates to use with an assessment
  • "14 Steps to Teach Dyslexics how to Spell & Read"
  • "How Teachers can help the Dyslexic Student in the Classroom"

TABLE OF CONTENTS INTRODUCTION 1. How does the right-brained Student think and Learn? 2. How Do We Use Our Assessment Evaluations to Teach Students? 3. What Are the Goals of Our Assessments? 4. What to Look for During and After an Assessment? 5. Evaluating Assessment Results CHAPTER ONE: Assessing Learning Senses, Aptitudes and Learning Goals 1. Discovering the Strongest and Weakest Learning Senses 2. Assessing Aptitudes, Learning Behaviors and Learning Styles 3. Primary Assessment Goals CHAPTER TWO: Preparing for an Assessment Interview 1. Step One: Arranging an Assessment with Parent(s) and/or Student 2. Step Two: Preparing for the Interview 3. Step Three: How to Conduct the Assessment Interview CHAPTER THREE: Working with Parents 1. Interviewing Parents 2. Parental Evaluations of Learning Behaviors at Home 3. Parental Evaluations of Learning Problems 4. Parental Evaluations of Learning Styles at Home 5. Parental Evaluations of Learning Responses at Home CHAPTER FOUR: Conducting the Interview 1. Part I. Recognizing the Dyslexic Students in K to 2. Part II. Assessing Hobbies, Talents, Interests and Learning Conditions, problems and Styles Grades 3-12 3. Part III. Oral Discussion of Emotional and Social Problems 4. The Second Hour of the first Assessment 5. Using the Computer CHAPTER FIVE: Assessing Academic Skills: The Second Session 1. How the Right Brain Works with the Left Brain 2. The Teacher�s Role in Left Brain-Right Brain Communications 3. The Teaching Process Required by the Right Brain 4. Major Problems: Thinking in the Abstract and Sequencing 5. Assessing Academic Skills: Ages 8 to 12 6. Assessing Academic skills Ages 13 to Adulthood 7. Evaluating the Results of the Verbal Skills 8. Computer Questions 9. Assessing Arithmetic and Mathematical Skills 10. Step Five: Closing the Interview CHAPTER SIX: Check List: Quick Diagnoses 1. Purposes for Check Lists 2. Diagnosing the Right-brained Learner 3. Evaluating the Results of The Diagnoses CHAPTER SEVEN: Evaluating the Learning Problems 1. Evaluating Academic Assessment Results 2. What Are the Students General Learning Problems? 3. What Solutions Reduce the Severity of the Learning Problems? 4. Evaluating Aptitudes, Learning Behaviors and Learning Styles 5. Processing Information through the Learning Senses CHAPTER EIGHT: Reporting to Parents 1. Checking for Previous Evaluation Records 2. E-lessons on Our Web Site 3. Preparing Reports to Parents on Individual Learning Problems 4. Reporting the Learning Problems,Their Causes and Solutions CHAPTER NINE: Coping Suggestions for Parents 1. Right-brained Children Are Not Learning Disabled 2. Learning Aptitudes, Styles and Behaviors Parents Should Recognize 3. Mixed-up Words and Incorrect Pronunciation 4. Reading Problems and Teaching the Alphabet 5. Ways for Parents to Help Right-brained Children at Home 6. Techniques for Training Children at Home 7. Major Learning Problems of Early Training 8. The Abstract Letters of Music 9. Difficulties of Learning to Speak Another Language 10. Keeping Yearly Records 11. Updating a Student�s Records Annually CHAPTER TEN: Four Case Studies 1. Case #1. Richard, Grade One 2. Case #2. Beth, Grade Five 3. Case #3. James, Grade Eight 4. Case #4. Georgina, Grade Nine

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