Research and Development of Guidelines for ASL Translation of Education Assessments

Abstract

This chapter draws from the Guidelines for Accessible Assessment Project (GAAP), a federally funded research project to create and evaluate guidelines for developing American Sign Language versions of standardized test items. The chapter begins with a brief discussion of national education policy that provides the context for GAAP and the need for evidence-based guidelines, followed by an overview of the project. The third section describes lessons learned regarding fostering effective communication and collaboration among a deaf and hearing team. The fourth section describes important considerations for researchers related to sampling, recruitment, study design, data collection, analysis, and reporting. The chapter concludes with a summary of key learnings and critical questions that researchers should consider before embarking on research in deaf education.

Language abnormality in deaf people with schizophrenia: a problem with classifiers

“…The participants completed five SL tasks, three examining comprehension and production of entity classifiers and two examining comprehension and production of nouns. The tests are all existing tests for detecting SL abnormalities or SL development; they were developed and validated at the Deafness Cognition and Language Centre (DCAL) in the UK or the Learning Centre for the Deaf in the USA (in which case they were adapted for BSL signers), and they have been used in a number of published studies (e.g., Atkinson, Campbell, Marshall, Thacker, & Woll, 2004;Henner, Caldwell-Harris, Novogrodsky, & Hoffmeister, 2016;Henner, Hoffmeister, & Reis, 2017;Higgins et al, 2016;Higgins, Famularo, Kurz, Reis, & Moers, 2017;Hoffmeister et al, 2014;Marshall, Atkinson, Smulovitch, Thacker, & Woll, 2004;Tyrone, Atkinson, Marshall, & Woll, 2009).…”