From the Margins to the Spotlight: Diverse Deaf and Hard of Hearing Student Populations and Standardized Assessment Accessibility

Autor/in	Cawthon, Stephanie
Titel	From the Margins to the Spotlight: Diverse Deaf and Hard of Hearing Student Populations and Standardized Assessment Accessibility
Quelle	In: American Annals of the Deaf, 160 (2015) 4, S.385-394 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0002-726X
Schlagwörter	Deafness; Hearing Impairments; Standardized Tests; Student Characteristics; Student Diversity; Evaluation Methods; Disabilities; Comorbidity; Scores; Culturally Relevant Education; Instructional Design; Teaching Methods; Accessibility (for Disabled); Student Participation; Testing Accommodations; Accountability; Alternative Assessment + Suchen Sie Ihr Suchwort? Gehörlosigkeit; Taubstummheit; Hearing impairment; Hörbehinderung; Standadised tests; Standardisierter Test; Handicap; Behinderung; Lesson concept; Lessonplan; Unterrichtsentwurf; Teaching method; Lehrmethode; Unterrichtsmethode; Accessibility; Zugänglichkeit; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Testing process; Accessibility (for disabled); Disabled person; Testdurchführung; Testen; Barrierefreiheit; Behinderter; Verantwortung
Abstract	Designing assessments and tests is one of the more challenging aspects of creating an accessible learning environment for students who are deaf or hard of hearing (DHH), particularly for deaf students with a disability (DWD). Standardized assessments are a key mechanism by which the educational system in the United States measures student progress, teacher effectiveness, and the impact of school reform. The diversity of student characteristics within DHH and DWD populations is only now becoming visible in the research literature relating to standardized assessments and their use in large-scale accountability reforms. The purpose of this article is to explore the theoretical frameworks surrounding assessment policy and practice, current research related to standardized assessment and students who are DHH and DWD, and potential implications for practice within both the assessment and instruction contexts. (As Provided).
Anmerkungen	Gallaudet University Press. 800 Florida Avenue NE, Denison House, Washington, DC 20002-3695. Tel: 202-651-5488; Fax: 202-651-5489; Web site: http://gupress.gallaudet.edu/annals/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01