Validating assessments for students with disabilities
using an asterisk and a number for their level, is a good way to identify these students.
Many teachers also note down the name of the ESL teacher of each ESL student.
The most common barrier to learning early word reading skills is the inability to process language phonologically (Liberman, Shankweiler, & Liberman, 1989).
Moreover, developments in research and understanding have revealed that this weakness in phonological processing most often hinders early reading development for both students with and without disabilities (Fletcher et al., 1994).
Common misconceptions about phonological awareness are addressed.
Dickson This article defines phonological awareness and discusses historic and contemporary research findings regarding its relation to early reading.
The National Center for Education Statistics (NCES) 2011-2012, reported that 11% of undergraduate students are identified as having a disability (i.e., 38% are enrolled in 2year vs 9.8% at 4-year institutions).
Students with disabilities require support services such as accommodative technologies.
(8) "Commission" means the Commission for Mental Health, Developmental Disabilities, and Substance Abuse Services, established under Part 4 of Article 3 of Chapter 143B of the General Statutes. (c) All confidential or privileged information obtained under this section and the names of persons providing information to a Consumer Advocate are exempt from disclosure pursuant to Chapter 132 of the General Statutes. The following definitions apply in this Article: (1) Individual with serious and persistent mental illness or SPMI. (c) Any person who intends to establish, maintain, or operate a licensable facility shall apply to the Secretary for a license. The Department may or may not assess a penalty taking into consideration the compliance history, preventative measures, and response to previous violations by the facility. In any case involving liability, making of a report under this section is prima facie evidence that the maker acted in good faith. (b) An advance instruction may include, but is not limited to, the names and telephone numbers of individuals to be contacted in case of a mental health crisis, situations that may cause the principal to experience a mental health crisis, responses that may assist the principal to remain in the principal's home during a mental health crisis, the types of assistance that may help stabilize the principal if it becomes necessary to enter a facility, and medications that the principal is taking or has taken in the past and the effects of those medications. If the respondent is indigent, the copies shall be provided at State expense. The court shall record the facts that support its findings.
However, most data do not include students with multiple disabilities (MD), which is the most frequent and underserved.
The literature lacks studies: 1) investigating the cognitive processing in people with multiple disabilities 2) whether technologies given to these students are beneficial; and 3) what are the educational outcomes in using such technologies.
However, little data exist on whether or not such technologies are sensitive to accommodating individual needs, that are tailored to specific or having multiple disabilities.
There are five main categories describing students with disabilities: 1) learning disabilities (LD), 2) emotional/psychiatric conditions (EPC), 3) orthopedic/mobility impairments (EMI), 4) attention deficit/hyperactivity disorders (AD/HD) and 5) health impairments (HI).