Preventing multiple-choice tests from impeding educational advancement after acquired brain injury

    Authors

    L. E. Schutz; K. O. Rivers; J. A. Schutz;A. Proctor

    Comments

    Authors: contact us about adding a copy of your work at STARS@ucf.edu

    Abbreviated Journal Title

    Lang. Speech Hear. Serv. Sch.

    Keywords

    brain injury; educational performance; school-age children; cognitive-communication treatment; advocacy; ACHIEVEMENT; STUDENTS; Linguistics; Rehabilitation

    Abstract

    Purpose: The purpose of this article is to present management strategies that can be used to breach barriers created for students with acquired brain injuries by testing the students in the multiple-choice format. Method: This article presents a case study of a high school student with severe hydrocephalus and difficulties with state-mandated reading comprehension tests who was denied exceptional student education services because her grades were "so good." Result: Although an honor student who received academic awards, she was never taught how to pass the state reading test and was denied her diploma at graduation. Implications: The cognitive obstacles posed by the multiple-choice format can be specified and treated. In-service training can help school staff and officials to recognize and serve these children promptly so that academic disability can be prevented.

    Journal Title

    Language Speech and Hearing Services in Schools

    Volume

    39

    Issue/Number

    1

    Publication Date

    1-1-2008

    Document Type

    Article

    Language

    English

    First Page

    104

    Last Page

    109

    WOS Identifier

    WOS:000252389500011

    ISSN

    0161-1461

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