Αξιολόγηση Μαθησιακών Δυσκολιών

Abstract

Θεωρητικές προσεγγίσεις αναφορικά προς τις διαδικασίες ανίχνευσης, αξιολόγησης και αντιμετώπισης, με έμφαση στις δυο βασικές από αυτές, το μοντέλο της απόκλισης και το μοντέλο της ανταπόκρισης στη διδασκαλία και παρέμβαση.

Assessment is a fundamental component both for diagnosing learning disabilities (LD) and for addressing them within the context of educational practice, namely teaching and intervention. This chapter begins by exploring the concept of assessment and then focuses specifically on the assessment of learning disabilities, emphasizing the two dominant approaches. The first approach is the discrepancy model, which supports the diagnosis of LD based on the difference between intellectual potential and learning achievement. The second approach is the non-discrepancy model, focusing on response to instruction and intervention, as implemented within the Response to Instruction/Intervention (RtI) model. Furthermore, this chapter discusses other types of assessment, such as individual versus group assessment, psychometric testing versus performance-based assessment, standardized tests versus informal assessments, and traditional versus alternative forms of assessment.