Journal Article

Accommodations Use for Statewide Standardized Assessments: Prevalence and Recommendations for Students Who Are Deaf or Hard of Hearing

Stephanie W. Cawthon

in The Journal of Deaf Studies and Deaf Education

Volume 13, issue 1, pages 55-96
Published in print January 2008 | ISSN: 1081-4159
Published online June 2007 | e-ISSN: 1465-7325 | DOI: http://dx.doi.org/10.1093/deafed/enm029
Accommodations Use for Statewide Standardized Assessments: Prevalence and Recommendations for Students Who Are Deaf or Hard of Hearing

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The Second Annual National Survey on Assessments and Accommodations for Students who are Deaf or Hard of Hearing investigated the types of testing accommodations used on 2004–2005 statewide standardized assessments as well as recommendations for best practices. A total of 444 participants who served over 9,000 students as teachers, administrators, or other educational professionals responded to the survey. The most widely used accommodations were small-group testing, interpreting test directions, and extended time. With the exception of interpreting or reading test items aloud, accommodations were largely used for both reading and math assessments. Participants perceived all listed accommodations as both valid and easy to use. Participants recommended that student academic level, communication mode, and additional disabilities be taken into account when choosing accommodations for students who are deaf or hard of hearing.

Journal Article.  13429 words.  Illustrated.

Subjects: Education ; Linguistics ; Teaching of Specific Groups and Special Educational Needs

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