Learning Disability Testing Number

Learning Disability Testing Number

LearningDisability Testing

Number:

LearningDisability Testing

Alearning disability is a condition characterized by difficulties inthe acquisition of common knowledge and skills at a certain age.Learning disability reduces the learning capabilities of a person inall areas of life, including school life and social life. There arevarious tests used to evaluate for learning disabilities. These testsare devised according to the areas of disability (Morin,2014).They can be conducted on mammals as well as with the use of acomputer analysis model which uses computers in determining the LD.This paper compares the use of mammals with the use of computers intesting the LD.

LDtesting has various advantages when conducted on humans. First, LDdetermines the type of special education to be given to a person. Acomprehensive evaluation determines the specific weakness anddisability which in turn helps to decide the most appropriateintervention. LD tests on mammals are also holistic as they gauge theanimal in all aspects unlike the use of a computer which tests aspecific aspect of an individual. This helps in the creation of anindividualized education program so as to cater for all the needs ofthe individual (Morin,2014).

However,the use of mammals in LD testing is unreliable. Despite the manysimilarities, mammals may react differently than humans owing to somedifferences in age, sex, biology, and environment. LD tests onmammals are also time consuming as the animals used have to beobserved over a certain period of time and various aspects such asmotor skills, communication skills, and learning potential have to beevaluated.

Computerbased tests can also be used to test for learning disabilitiesinstead normal paper/pencil tests. Quizzes and tests are put in acomputer based format with most students preferring computer based LDtests to other methods. Computer testing is faster than animaltesting as they do not require follow up for some period of time.Computer testing of LD also produces thorough analysis on thedisabilities, unlike the use of mammals. Finally, computers provideroom for built in accommodations, student choice of test, and higherauthenticity (Thompson,Thurlow &amp Moore, 2003).Computer testing of LD offer a great challenge to computer illiteratechildren leading to lower scores since it places demands on certainskills such as typing, mouse navigation, and use of buttons. It isalso difficult to transform paper/pencil assessments into computerbased formats. Computers also do not improve the quality of writingand other skills of the person.

Computersare more accurate than lab animals in diagnosing learningdisabilities. They are specific to the exact score in each field oftesting. Computers also give an analysis of the various fields oftesting unlike lab animals. Computers also do not provide enoughinformation regarding the complex body reactions. Therefore, theycannot predict the behavior of an animal following a toxic drug. Labanimals on the other hand, are better in predicting some behaviorsunlike computers owing to their similar internal structure to humansto determine the level of learning disability. Human conditions canalso be replicated in mammals unlike in a computer. Finally, mammalsadapt to the surroundings unlike a computer.

Inconclusion, learning disability testing is important for childrenwith suspected disabilities so as to identify them and identify thebest individualized plan to take care. Mammals and computer tests canbe used to test for learning disability. The tests can be done usingcomputers to improve accuracy. Therefore, a combination of varioustests is more diagnostic and hence should be used.

References

Morin,A. (2014). Understandingthe Full Evaluation Process.Understood.org.Retrieved 9 September 2015, fromhttps://www.understood.org/en/school-learning/evaluations/evaluation-basics/understanding-the-full-evaluation-process

Thompson,S., Thurlow, M., &amp Moore, M. (2003). UsingComputer-based Tests with Students with Disabilities – NCEO PolicyDirections 15.Cehd.umn.edu.Retrieved 9 September 2015, fromhttp://www.cehd.umn.edu/NCEO/onlinepubs/Policy15.htm