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© Lavana Heel

  • An open book test may be a disadvantage to some students because it takes sufficient time and organization skills to locate the formulas and to decipher what to use where.

  • It may be more equitable to vary the type of tests in the classroom so that there are all types of tests for all students including an open book test, a test using a cheat sheet, and some that offer neither of these. This allows the child who has memory difficulties to gain some opportunities to challenge his/her memory.

  • In the Learning Differences Sourcebook, it is suggested that “Poor automatic memory may interfere with the recall of formulas but students may know where and when to apply a formula.” Educators who desire to evaluate the student’s level of understanding, rather than his/her memory skills, may consider placing the formula at the top of the test paper. In this way, memory does not get confused with understanding.” Most recently the secondary provincial exams do include the formulas at the top of the page. This creates an automatic adaptation or inclusion for all students. Students are also given more time as an adaptation in the provincial exams. It is advised to start this practice (more time and the access to formulas), earlier in the grades, if the student has memory deficits, so that the teacher can determine how the student is able to perform given this adaptation. The results can be included as a paper trail to substantiate the difference in performance given this particular adaptation.

  • 10.

    If children with language processing disorders have trouble picking up the important parts of text, for example, main idea, topic sentence, supporting evidence and are unable to summarize or write a good paragraph in class despite demonstration in the LA class, is this not a case for placement in a modified program?

    • The written part of the performance standards will be challenging but not the understanding. If this is a science or social studies class there are other ways to demonstrate the key ideas and information (for example, pictures/drawings, cartoons, etc.). Also assistive technology is available for students who have dyslexia or those who have writing output problems.

    • The use of UDL also offers students the chance to have the content organized (Kurzweil and Co:Writer, Draft:Builder, to name a few)

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