Accommodations for Students with Disabilities: Guidelines from States with Graduation Exams. State Assessment Series: Minnesota Report 5.

Autor/inn/en	Thurlow, Martha; Erickson, Ronald; Spicuzza, Richard; Vieburg, Kayleen; Ruhland, Aaron
Institution	Minnesota State Dept. of Children, Families, and Learning, St. Paul.; National Center on Educational Outcomes, Minneapolis, MN.
Titel	Accommodations for Students with Disabilities: Guidelines from States with Graduation Exams. State Assessment Series: Minnesota Report 5.
Quelle	(1996), (28 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Standards; Disabilities; Educational Assessment; Educational Policy; Graduation Requirements; Guidelines; High Schools; Minimum Competency Testing; National Surveys; State Standards; Student Evaluation; Testing Accommodations + Suchen Sie Ihr Suchwort? Handicap; Behinderung; Education; assessment; Bewertungssystem; Politics of education; Bildungspolitik; Abschlussordnung; Richtlinien; High school; Oberschule; Schulnote; Studentische Bewertung; Testing process; Accessibility (for disabled); Accessibility; Disabled person; Testdurchführung; Testen; Barrierefreiheit; Zugänglichkeit; Behinderter
Abstract	This study analyzed the written accommodation guidelines for students with disabilities in 18 states (Alabama, Florida, Georgia, Hawaii, Louisiana, Maryland, Michigan, Mississippi, Nevada, New Jersey, New Mexico, New York, North Carolina, Ohio, South Carolina, Tennessee, Texas, and Virginia) that use graduation examinations. Each state uses a different test; 12 include a writing sample; and all states, with the exceptions of Nevada and North Carolina, have criterion-based tests. A variety of accommodations are allowed when students with disabilities take the exams. A common general guideline is that testing accommodations should be consistent with accommodations used by the student for classroom instruction. Analysis of specific accommodations are organized into four groups: (1) format/equipment accommodations (such as Braille or sign language); (2) scheduling accommodations (extended time, multiple sessions, breaks); (3) setting/administration accommodations (individual administration, interpretation of directions); and (4) response accommodations (use of proctor or scribe, machine, writing responses in test booklet). Most states did not indicate whether the testing results of students using accommodations would be included in the local or state statistics. Guidelines were also rated for clarity, inclusiveness, and organization. Among four recommendations to states are that clear definitions and explanations of each acceptable accommodation should be provided. (DB)
Anmerkungen	Publications Office, NCEO, 350 Elliott Hall, 75 East River Road, University of Minnesota, Minneapolis, MN 55455; phone: 612-626-1530; fax: 612-624-0879; World Wide Web: http://www.coled.umn.edu/nceo (document may be copied without charge, additional print copies, $5).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01