Accommodations for Students Who Are Deaf or Hard of Hearing in Large‐Scale, Standardized Assessments: Surveying the Landscape and Charting a New Direction

Cawthon, Stephanie W.

doi:10.1111/j.1745-3992.2009.00147.x

Cited by 5 publications

(2 citation statements)

References 12 publications

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“…Factors such as familiarity with the specific accommodation, classroom and test contextual characteristics, educator perceptions of the implemented accommodations, and student-level differences, as well as student preferences for one accommodation contribute to implementation success and appear as consistent themes (see, e.g., Cawthon, 2009; Rogers, Christian, & Thurlow, 2012; Thurlow & Kopriva, 2015; Wolf, Kim, & Kao, 2012).…”

Section: Resultsmentioning

confidence: 99%

Accommodations in Digital Interactive STEM Assessment Tasks

Scalise

Irvin

Alresheed

et al. 2018

J Spec Educ Technol

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In this article, we describe current research findings on assessment accommodations and universal design within the context of emerging interactive digital assessment tasks that employ simulations such as in science, technology, engineering, and mathematics (STEM). STEM education in many classrooms now includes digitally based activities such as science simulations and virtual laboratories that have been shown in some cases to promote learning gains. When such technologies are used in STEM assessments, a major challenge is to ensure assessments are accessible so all students can show what they know and can do. Federal laws and regulations including the Individuals with Disabilities Education Act, Elementary & Secondary Education Act, and Americans with Disabilities Act require that students with disabilities (SWD) be provided an opportunity to participate in educational programing and services available to nondisabled peers. In addition to implementing principles of universal design in assessment contexts, reasonable accommodations must be afforded to ensure accessibility. This article focuses on universal design and accommodations where the STEM construct is not adjusted or modified. Here, we employ synthesis of the research literature to document accessibility recommendations and practices around interactive assessment tasks, especially in STEM. We illustrate with an example and highlight directions that future development might take. The intention is to inform educators, school administrators, state and local policy makers, and assessment developers on the availability and use of accommodations in interactive assessment contexts such as simulation, and what is needed to ensure appropriate accessibility for SWD.

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Section: Resultsmentioning

confidence: 99%

Accommodations in Digital Interactive STEM Assessment Tasks

Scalise

Irvin

Alresheed

et al. 2018

J Spec Educ Technol

View full text Add to dashboard Cite

show abstract

“…Borders and her colleagues [51] asserted, "assessment of educational skills in D/HH students can be complicated. The impact of communication, language, reading, and writing delays [52][53][54] can compromise the accuracy of assessments administered and conclusions drawn" (p. 83). The results of these assessments have an impact on the placement of the student and, subsequently, access to the general education curriculum.…”

Section: Assessmentmentioning

confidence: 99%

Deaf and Hard of Hearing Students with Disabilities: An Evolving Landscape

Bowen

Probst²

2023

Education Sciences

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The population of students who are d/Deaf or hard of hearing (d/Dhh) with a disability have unique educational needs. Various terms have been used to describe this population, including “deaf plus”, “deaf with additional disabilities”, and most recently, “deaf with disabilities (DWD)”. Currently, there is no agreement on the percentage of DWD students in PreK-21 settings but is considered to comprise at least 40–50%. An individual who is DWD has a hearing loss and one or more disabilities, including (but not limited to) visual impairment or blindness, autism spectrum disorder, intellectual or developmental disabilities, specific learning disabilities, health impairments, etc. The critical consideration is that the interaction between hearing loss and the disability(ies) is not simply additive but rather multiplicative, impacting communication, cognition, social development, and behavior. Furthermore, the presence of hearing loss may decrease accurate identification of other disabilities and vice versa. Although the incidence of students who are DWD is quite high, there is inadequate research as these students are often excluded from studies focused on children who are d/Dhh. This article explores what we currently know about DWD students, and the knowledge and skills needed by teachers in the 21st century to meet the needs of these students and their families.

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Science and Evidence of Success: Two Emerging Issues in Assessment Accommodations for Students Who Are Deaf or Hard of Hearing

Cawthon

2010

Journal of Deaf Studies and Deaf Education

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In the United States, students who are deaf or hard of hearing (SDHH) are required to participate in high-stakes standardized assessments under No Child Left Behind reforms. In 2006-2007, states added science to reading and mathematics as a tested content area. Many SDHH participate in these assessments using testing accommodations, but teachers have few evidence-based resources to draw upon when making accommodations decisions. Two research questions guided this study: (a) What were patterns of SDHH 2006-2007 test accommodations use in state standardized assessments in mathematics, reading, and science? (b) What evidence did teachers use to determine the effectiveness of accommodations for SDHH? A total of 290 participants described their assessment practices with SDHH via an online and paper-and-pencil survey. Extended time, small group, and test directions interpreted were the most frequently used accommodations by SDHH, but there were some different patterns in science for accommodations that included changes to the test items. Teachers reported both student satisfaction and test score validity epistemologies of accommodations' effectiveness.

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Accommodations for Students Who Are Deaf or Hard of Hearing in Large‐Scale, Standardized Assessments: Surveying the Landscape and Charting a New Direction

Cited by 5 publications

References 12 publications

Accommodations in Digital Interactive STEM Assessment Tasks

Accommodations in Digital Interactive STEM Assessment Tasks

Deaf and Hard of Hearing Students with Disabilities: An Evolving Landscape

Science and Evidence of Success: Two Emerging Issues in Assessment Accommodations for Students Who Are Deaf or Hard of Hearing

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