Assessing Language and Literacy of Students with Developmental Disabilities and Complex Communication Needs

Authors

  • Heather S. Riddle University of North Georgia

DOI:

https://doi.org/10.56887/galiteracy.121

Keywords:

assessment, developmental disabilities, communication needs, language and literacy skills

Abstract

Students with developmental disabilities and complex communication needs are impacted by assessments that may not show their ability or address their needs. Multiple modes of assessment presentation and response formats, augmentative and alternative communication approaches, and assistive technology may help students engage more equitably in literacy assessment activities. The Nonverbal Literacy Assessment (NVLA) is an example of a tool used to assess the language and literacy skills of students with disabilities in various formats. Augmentative and Alternative Communication (AAC), eye-gazing, and speech-generating device (SGD) technology are also used to make assessment more accessible to students with developmental disabilities and speech difficulties.

Author Biography

  • Heather S. Riddle, University of North Georgia

    Heather S. Riddle, Graduate Student in Early Childhood Education with Autism Endorsement, University of North Georgia, Dahlonega, GA; email [email protected].

121 Assessing Language and Literacy (Riddle, 2023).pdf

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Published

11/13/2023

Issue

Section

Teaching Tips

How to Cite

Riddle, H. (2023). Assessing Language and Literacy of Students with Developmental Disabilities and Complex Communication Needs. Georgia Journal of Literacy, 45(2), 66–72. https://doi.org/10.56887/galiteracy.121

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