Assistant Professor of Education Bronwyn Harris and her co-authors, published an article in the "Journal of Case Learning & Exceptional Learners."
Early literacy assessments often require students to read aloud, answer questions, or explain their thinking using spoken language. For students who communicate differently, these common routines can make it difficult to demonstrate what they know.
Assistant Professor of Education Bronwyn Harris recently published a peer-reviewed article with collaborators Tonya Moore and Ashley Pennell of Appalachian State University in the “Journal of Case Learning & Exceptional Learners.”
Titled “Armando’s Case: Diagnostic Emergent Literacy Assessment for Children with Complex Communication Needs,” the article uses a real kindergarten classroom example to explore how early literacy assessments can be adapted to better capture what students with limited or no spoken language understand about reading and writing. The study focuses on students who use augmentative and alternative communication (AAC) tools, such as communication devices or tablets.
Using an inclusive classroom case, the authors show how adjusting familiar assessment routines allows students with autism and other communication differences to participate fully. The case illustrates how assessment practices can be adapted so that students with communication differences can show their understanding without relying solely on speech.
The article is designed as a practical resource for educators, illustrating how thoughtful assessment adaptations can help uncover students’ strengths, guide instruction, and support equitable access to learning opportunities in inclusive classrooms.