Date of Award
Action Research Project
Master of Arts in Education
Curriculum and Instruction
The effect of using literacy assessment and standards based teaching for students with cognitive disabilities in secondary education, refers to using an assessment connected to Kindergarten state standards called the BRIDGE assessment. Data was collected for the BRIDGE assessment with five students from my special education Federal Setting IV classroom. The students used in this research, ages 11-18, have a range of severe to profound developmental and cognitive disabilities with speech language disorder and also blind/visually impaired. Using a variety of quantitative and qualitative research methods, findings showed that all students can strengthen their literacy skills with consistent structure, routine and informed instruction using an assessment connected to state standards. Using the support of education assistants to implement the differentiated lessons based on their areas of greatest need and strength, showed overall improvement for all students in this research. Teachers from across the state of Minnesota shared the need for a consistent literacy assessment for students with emerging (below Kindergarten level ability) skills. This assessment could support any special education classroom in literacy.
Elias, Annie. (2021). The Effect of Using Literacy Assessment and Standards Based Teaching for Students with Cognitive Disabilities in Secondary Education. Retrieved from Sophia, the St. Catherine University repository website: https://sophia.stkate.edu/maed/414