Selecting Accommodations for Mathematics Assessments: Legal and Practical Considerations

Autor/inn/en	Peltier, Corey; Harrison, Judith R.
Titel	Selecting Accommodations for Mathematics Assessments: Legal and Practical Considerations
Quelle	In: Preventing School Failure, 62 (2018) 4, S.300-310 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1045-988X
DOI	10.1080/1045988X.2018.1443425
Schlagwörter	Academic Accommodations (Disabilities); Testing Accommodations; Mathematics Tests; Special Education; Laws; Legal Responsibility; Decision Making; Educational Legislation; Equal Education; Federal Legislation; State Policy; Individualized Education Programs; Student Needs; Mathematics Skills; Problem Solving; Mathematics Achievement; Program Implementation; Accountability + Suchen Sie Ihr Suchwort? Testing process; Accessibility (for disabled); Accessibility; Disabled person; Testdurchführung; Testen; Barrierefreiheit; Zugänglichkeit; Behinderter; Special needs education; Sonderpädagogik; Sonderschulwesen; Law; Recht; Strafmündigkeit; Decision-making; Entscheidungsfindung; Bildungsrecht; Schulgesetz; Bundesrecht; Individualized education program; Individualisierendes Lernen; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Problemlösen; Mathmatics sikills; Mathematical ability; Verantwortung
Abstract	Multidisciplinary teams are responsible for identifying reasonable accommodations that mediate the impact of a disability and level the playing field between those with and without disabilities on high-stakes mathematics assessments. However, minimal guidance is provided to teams selecting accommodations. This article provides a decision framework for selecting accommodations to be used during mathematics assessments. The framework includes legal and practical considerations guided by evidence from case law and empirical research to aid in the selection of reasonable accommodations. To conclude, we discuss remaining unanswered questions. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01