How do these challenges affect the assessment of writing, reading, math, and other content areas?
The lack of research to identify “what works” or what is evidence-based practice results in great challenges associated with integrating technology applications into instruction. If the technology does not have a research base to be considered a critical element in instruction, the question exists whether the field can expect it to be part of the assessment and determining educational outcomes for students with disabilities. A possible solution then is to focus the work of researchers to better understand the instructional power of interventions that enhance performance.
Related Questions
- Is a qualifying score on the English Assessment the only way to satisfy the reading and writing competency requirements for graduation?
- Does a school or district get identified based on individual content areas (e.g., reading but not math)?
- How does Math Trailblazers integrate mathematics with other content areas?
