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Functional Reading and Writing Skills

Description and Rationale

Observations of classroom tasks are documented and work samples are collected to determine the functional reading and writing demands of the classroom. This information is used to evaluate the student's current performance in comparison with his/her sighted peers.

Birth - 3 Years

Near and distant assessment is conducted to determine what assistive technology or technology is needed to assist child in functional reading and writing tasks

3-5 Years

Informal near and distant measures identify assistive technology or technology needed to assist child in functional reading and writing tasks

5-22 Years

Near and distant assessment measures address:

  •         AT/Technology needed to complete tasks
  •         Document time needed to copy from textbooks, handouts and/or whiteboard
  •         (letters, words, sentences, or paragraphs)
  •         How fast student is able to read own handwriting

Multiple Disabilities/Deafblind

Near and distant assessment measures address (as appropriate):

  •          AT/Technology needed to complete tasks
  •          Document time needed to copy from textbooks, handouts and/or whiteboard
  •          (letters, words, sentences, or paragraphs)
  •          How fast student is able to read own handwriting

Tips: Although no normative data exists, subjective routine observations are needed to establish baseline performance, possible mean time of class could be used if data was collected.

Collect samples from the student and peers' work in the general education classroom.

Evaluate timed near and distant copying tasks such as copying assignments from the board or definitions from a glossary.

Assess the student's ability to read his or her handwriting.

For students with additional disabilities, document the size of the object, symbol or picture and distance from each.

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