A Spanner in the Works: The Portrayal of Disabled Students in Assessment Adjustment Research

Autor/in	Nieminen, Juuso Henrik
Titel	A Spanner in the Works: The Portrayal of Disabled Students in Assessment Adjustment Research
Quelle	In: International Studies in Sociology of Education, 32 (2023) 1, S.30-55 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0962-0214
DOI	10.1080/09620214.2022.2118809
Schlagwörter	Students with Disabilities; Educational Research; Student Evaluation; Testing Accommodations; Academic Accommodations (Disabilities); Attitudes toward Disabilities; Higher Education; Inclusion; Social Attitudes; Social Bias + Suchen Sie Ihr Suchwort? Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Bildungsforschung; Pädagogische Forschung; Schulnote; Studentische Bewertung; Testing process; Accessibility (for disabled); Accessibility; Disabled person; Testdurchführung; Testen; Barrierefreiheit; Zugänglichkeit; Behinderter; Hochschulbildung; Hochschulsystem; Hochschulwesen; Inklusion; Social attidude; Soziale Einstellung
Abstract	In scholarly research, disabilities are predominantly understood as something that obscures assessment rather than enriches it. In this study, I examine how research on assessment adjustments (e.g. extra time in tests and separate testing rooms) portrays disabled students. I discuss how this area of research plays a role in constructing an image of 'the ideal student' and its shadow, the 'non-ideal student'. I conduct a critical review to analyse how 26 assessment adjustment studies portray their object, disabled students, as being ontologically different from "normal" and "ideal" students. The 'disabled examinee' is portrayed as 'a spanner in the works' that endangers the objectivity of the assessment systems in higher education. Disabled students are framed as 'Others' who pose a danger for academic standards and integrity: assessment adjustments are thus seen as safeguarding academia from this danger. I argue that this portrayal contributes to marginalising disabled students in higher education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01