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channels, general learning media (visual, tactile, or auditory), and literacy
media (print, braille, or print and braille) (McKenzie, 2009). The LMA is meant
to be an ongoing process comprised of a variety of instruments, testing
sessions, and observations over time. Determination of the student's literacy
medium is not an "either/or" decision or a final one. Student's needs change
as well as their need for accessing and processing different types of
information (Massachusetts Department of Education, 2012), which makes it
imperative for the LMA to be continuous. Best practice indicates that the
LMA be an ongoing process and after the initial decision is made, the
educational team should provide ongoing assessment to continually review
the appropriateness of the initial decision (Koenig & Holbrook, 2005).
In the continuing assessment of the LMA the educational team reviews
results of any new medical information, reading rates and reading grade
levels, academic achievement, and the effectiveness of the student's existing
literacy tools. This will determine the appropriateness of the initial decisions
and examines the student's need to develop new literacy skills. If it is
determined that the student is not making adequate progress, the team
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