Student Demonstrations of Their Use of Accessibility Features and Accommodations

Literaturnachweis - Detailanzeige

Trefferliste

Autor/inn/en	Larson, Erik D.; Goldstone, Linda; Liu, Kristi K.; Thurlow, Martha L.; Lazarus, Sheryl S.
Institution	National Center on Educational Outcomes; University of Minnesota, Institute on Community Integration; Minnesota Department of Education
Titel	Student Demonstrations of Their Use of Accessibility Features and Accommodations
Quelle	(2019), (48 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Accessibility (for Disabled); Educational Technology; Technology Uses in Education; Academic Accommodations (Disabilities); Students with Disabilities; Student Evaluation; Testing Accommodations; Teamwork; Faculty Development; Participative Decision Making; Teacher Collaboration; Access to Computers; Special Education Teachers; Language Teachers; English Language Learners; Individualized Education Programs; General Education; Knowledge Level; Barriers + Suchen Sie Ihr Suchwort? Accessibility; Zugänglichkeit; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Schulnote; Studentische Bewertung; Testing process; Accessibility (for disabled); Disabled person; Testdurchführung; Testen; Barrierefreiheit; Behinderter; Lehrerkooperation; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Language teacher; Sprachunterricht; Individualized education program; Individualisierendes Lernen; Allgemein bildendes Schulwesen; Allgemeinbildung; Wissensbasis
Abstract	In 2015, the United States Department of Education awarded an Enhanced Assessment Initiative grant to the Data Informed Accessibility--Making Optimal Needs-based Decisions (DIAMOND) project to create professional development resources for educators who have to make decisions about accessibility features and accommodations. This study presents information about the classroom use of accessibility features and accommodations gathered through in-person interviews with teachers and in-person demonstrations with students. It catalogs the accessibility features and accommodations used in class that were helpful to students, identifies reasons that certain accessibility features and accommodations were and were not used, and explores barriers to the effective use of accessibility features and accommodations. The 12 English learner (EL), special education, and general education teachers who participated in the in-person interviews shared information about the accessibility features and accommodations used by a particular student or students. Sixteen students then completed demonstrations in which they answered questions, and showed how they used one of their accessibility features or accommodations. The results of the interviews and demonstrations were written up using a qualitative descriptive analysis approach. Five broad themes were identified: (1) Students; (2) Accessibility Features and Accommodations Demonstrations; (3) Other Accessibility Features and Accommodations; and (4) Barriers. In order for students to receive the full benefits of accessibility features and accommodations, education systems must achieve the following goals: (1) Allocate funds for technology-based supports; (2) Implement professional development for teachers and staff; (3) Build teachers' willingness to implement supports; (4) Build teachers' willingness to seek alternative or additional supports for students; (5) Encourage teachers and specialists to collaborate to select and implement supports; and (6) Seek out external specialists' recommendations and resources. (ERIC).
Anmerkungen	National Center on Educational Outcomes. University of Minnesota, 207 Pattee Hall, 150 Pillsburg Drive Southeast, Minneapolis, MN 55455. Tel: 612-626-1530; Fax: 612-624-0879; e-mail: nceo@umn.edu; Web site: http://www.cehd.umn.edu/nceo
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01