The Use of Accommodations Among Students with Deafblindness in Large-Scale Assessment Systems
Bibliographic Data
| ID | 12364992 |
|---|---|
| Authors | Leah S Horvath (University of Kentucky, corresponding author), Stephanie Kampfer-Bohach (University of Kentucky), Jacqueline Farmer Kearns (University of Kentucky) |
| Year | 2005 |
| Volume | 16 |
| Issue | 3 |
| Pages | 177-187 |
| Publication date | 2005-12-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Journal of Disability Policy Studies (JOURNAL) |
| Journal identifiers | ISSN: 1044-2073 • E-ISSN: 1538-4802 |
| Publisher | SAGE Publishing (PUBLISHER • US) |
| DOI | 10.1177/10442073050160030501 |
| OpenAlex | W2122703545 |
| Language | EN |
| Citations received | 5 |
| References cited | 20 |
The provision of accommodations for students with disabilities is mandated by amendments to the Individuals with Disabilities Education Act (IDEA; 1997) and the No Child Left Behind Act (NCLB; 2002); and as states are moving to adapt their assessment practices to include all students, it is essential that appropriate accommodations be determined. Implementing the appropriate accommodations serves to maximize the student's performance, while also providing fair access to the general curriculum and statewide assessment measures.This study attempted to describe the use of accommodations among students with deafblindness, both in the general curriculum and during statewide assessments, to illustrate how policy affects practice. The three major findings to emerge were that (a) students were provided accommodations that were not specifically tailored to their needs; (b) self-determination among students with deaf-blindness was not actively observed in the classroom; and (c) there was a lack of congruence among accommodations used in class, during assessment, and among those documented on the IEP or 504 Plan
Accountability · Curriculum · Education Act · Individualized Education Program · Mainstreaming · Medical education · No child left behind · Pedagogy · Political science · Scale (ratio · Special education · Assistive Technology in Communication and Mobility · Disability Education and Employment · Hearing Impairment and Communication · Medicine · Psychology
National Survey of Accommodations and Alternate Assessments for Students Who Are Deaf or Hard of Hearing in the United States
Accommodations Use for Statewide Standardized Assessments
Are We Leaving Our Children Behind
Modifications and accommodations
Hidden Benefits and Unintended Consequences of No Child Left Behind Policies for Students Who Are Deaf or Hard of Hearing
| Citations per year | 0.25 |
|---|---|
| Citation span | 2006 - 2018 (13) |
| Highly cited | No |