scholarly journals Issues in Including Students with Disabilities in Large-scale Assessment Programs

2008 ◽  
Vol 18 (2) ◽  
Author(s):  
Christopher DeLuca
Keyword(s):  
Students With Disabilities ◽  
Inclusive Education ◽  
Large Scale ◽  
The United States ◽  
Special Education Students ◽  
Education Students ◽  
Large Scale Assessment ◽  
Inclusive Practice ◽  
Scale Assessment ◽  
Large Scale Assessments

Large-scale assessment programs are becoming increasingly common throughout Canada and the United States. Given the emphasis on inclusive education in North America, special education students are largely expected to participate in these programs. However, several challenges exist for educators, policymakers, and psychometricians with respect to including students with disabilities in large-scale assessments. This article is a critical interpretive review of the academic lit-erature in this area intended to identify and examine issues pertinent to inclusive practice. In particular, attention is given to consequences (both positive and neg-ative) of including students with disabilities in large-scale assessments, validity of assessment results, provisions for accommodations, and research limitations. Areas for continued research are also considered.

scholarly journals How the Internet Will Help Large-Scale Assessment Reinvent Itself

2001 ◽  
Vol 9 ◽  
pp. 5 ◽  
Author(s):  
Randy Elliot Bennett
Keyword(s):  
Large Scale ◽  
The United States ◽  
Scientific Basis ◽  
The Internet ◽  
Test Design ◽  
Large Scale Assessment ◽  
Differential Performance ◽  
Scale Assessment ◽  
Lack Of Information ◽  
Strong Motivation

Large-scale assessment in the United States is undergoing enormous pressure to change. That pressure stems from many causes. Depending upon the type of test, the issues precipitating change include an outmoded cognitive-scientific basis for test design; a mismatch with curriculum; the differential performance of population groups; a lack of information to help individuals improve; and inefficiency. These issues provide a strong motivation to reconceptualize both the substance and the business of large-scale assessment. At the same time, advances in technology, measurement, and cognitive science are providing the means to make that reconceptualization a reality. The thesis of this paper is that the largest facilitating factor will be technological, in particular the Internet. In the same way that it is already helping to revolutionize commerce, education, and even social interaction, the Internet will help revolutionize the business and substance of large-scale assessment.

Assessment and New Literacies

2007 ◽  
Vol 4 (3) ◽  
pp. 343-354 ◽  
Author(s):  
Roberta F. Hammett
Keyword(s):  
Newfoundland And Labrador ◽  
Large Scale ◽  
New Literacies ◽  
Education Students ◽  
Large Scale Assessment ◽  
Scale Assessment ◽  
Common Practices ◽  
Current Criterion ◽  
Criterion Referenced

This article argues that if multimodal and new literacies are to become common practices in schools, they have to be included in both school and provincial/state large-scale assessment programmes. Building on current criterion-referenced testing in Newfoundland and Labrador which assesses a range of literacies (viewing, reading, writing, representing, speaking and listening), the article suggests criteria which might be considered in developing holistic and analytic rubrics for assessing new literacies in ways that are productive for learners. The article describes an interactive website that may be used to familiarize teachers and education students with rubrics for assessing children's written and graphic responses to linguistic, graphic and spoken texts.

Teacher Decision Making in Participation of Students with Disabilities in Large-Scale Assessment

2001 ◽  
Vol 68 (1) ◽  
pp. 7-22 ◽  
Author(s):  
Lizanne Destefano ◽  
James G. Shriner ◽  
Claire A. Lloyd
Keyword(s):  
Decision Making ◽  
Students With Disabilities ◽  
Large Scale ◽  
High Confidence ◽  
Large Scale Assessment ◽  
Teacher Decision Making ◽  
Scale Assessment ◽  
Instructional Needs ◽  
Teacher's Knowledge ◽  
The Impact

This article reports on the findings of a study to test the effectiveness of an intervention with teachers and administrators to improve decision making regarding participation and accommodation for students with disabilities in large-scale assessments. Using a pretest/posttest, multiple measures design involving more than 80 teachers, the study assessed the impact of training on teacher's knowledge and confidence about participation and accommodation, accommodation decisions for hypothetical students, and actual accommodation decisions the following year. Results indicate that after training, there was a stronger relationship among participation/accommodation, curriculum, and instructional needs. Teachers expressed high confidence in their ability to make accommodation decisions after training.

scholarly journals Access and Inclusion of Students with Disabilities in Virtual Learning Environments: Implications for Post-Pandemic Teaching

2021 ◽  
Vol 23 (3) ◽  
pp. 43-61
Author(s):  
Susan G. Porter ◽  
Kai Greene ◽  
M. C. Kate Esposito
Keyword(s):  
Students With Disabilities ◽  
Learning Environments ◽  
Inclusive Education ◽  
Virtual Learning ◽  
Special Education Students ◽  
Virtual Learning Environments ◽  
Legal Rights ◽  
Social Emotional ◽  
Education Students ◽  
School Closures

This article reviews the extant literature showing impacts of the COVID-19 pandemic on access to inclusive education for students with disabilities. It also explores the disproportionate impacts of distance learning and school closures during the COVID-19 pandemic on the legal rights, social-emotional supports, and quality of instruction for special education students and their families. Early data show that educational impacts of COVID-19 have exacerbated long-standing issues of inequity; these impacts may have long-term repercussions for this underserved group of students. The authors introduce frameworks that may inform future instructional practices to successfully teach students with disabilities in virtual learning environments.

scholarly journals “We Kind of do not Dare to Tell Everybody that we are in a Program for Disabled Students, Because Some are Afraid that they will be Made Fun of.”

2021 ◽  
pp. 1-24
Author(s):  
Anna Björk Sverrisdóttir ◽  
Geert Van Hove
Keyword(s):  
Special Education ◽  
Students With Disabilities ◽  
Inclusive Education ◽  
Power Relations ◽  
Special Education Students ◽  
Education Students ◽  
Disabled Students ◽  
The World ◽  
Common Thread ◽  
The Way

Abstract Implementing inclusive education has proven problematic all over the world. The reasons are multiple, but one of them can presumably be related to the way students with disabilities are “created”, viewed, and responded to as “special education students” within schools. To challenge this, we need to understand students’ position within the school. In this article, the focus is on identifying the position of students who receive special education in schools in Iceland by mapping their power relations and resistance within the discursive norm of special education. We use the method of thinking with theory and read data in accordance with Foucault’s theories of power relations and resistance and Deleuze and Guattari’s concepts of line of flight and becoming. Findings show that power relations affect students variously and although students’ resistance is manifested differently between individuals, a common thread is visible when resisting their static position as special education students.

Improving Assessment Validity for Students With Disabilities in Large-Scale Assessment Programs

2005 ◽  
Vol 10 (4) ◽  
pp. 357-375 ◽  
Author(s):  
Julia Shaftel ◽  
Xiangdong Yang ◽  
Douglas Glasnapp ◽  
John Poggio
Keyword(s):  
Students With Disabilities ◽  
Large Scale ◽  
Large Scale Assessment ◽  
Scale Assessment

Using Web-based Testing for Large-Scale Assessment

2013 ◽  
Author(s):  
Laura S. Hamilton ◽  
Stephen P. Klein ◽  
William Lorie
Keyword(s):  
Large Scale ◽  
Web Based ◽  
Large Scale Assessment ◽  
Scale Assessment
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