English Language Learners with Disabilities: Classification, Assessment, and Accommodation Issues

Autor/in	Abedi, Jamal
Titel	English Language Learners with Disabilities: Classification, Assessment, and Accommodation Issues
Quelle	In: Journal of Applied Testing Technology, 10 (2009) 2, (30 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Reading Achievement; Second Language Learning; Disabilities; Classification; Limited English Speaking; Test Bias; Barriers; English (Second Language); Special Education; Mathematics Achievement; Federal Legislation; Elementary School Students; Comparative Analysis; Test Items; Educational Assessment; Guidelines; Psychometrics; Evaluation Methods; Academic Accommodations (Disabilities); Testing Accommodations; Special Needs Students; Disability Identification; Educational Diagnosis + Suchen Sie Ihr Suchwort? Leseleistung; Zweitsprachenerwerb; Handicap; Behinderung; Classification system; Klassifikation; Klassifikationssystem; Testkritik; English as second language; English; Second Language; Englisch als Zweitsprache; Special needs education; Sonderpädagogik; Sonderschulwesen; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Bundesrecht; Test content; Testaufgabe; Education; assessment; Bewertungssystem; Richtlinien; Psychometry; Psychometrie; Testing process; Accessibility (for disabled); Accessibility; Disabled person; Testdurchführung; Testen; Barrierefreiheit; Zugänglichkeit; Behinderter; Sonderpädagogischer Förderbedarf; Pedagogical diagnostics; Pädagogische Diagnostik
Abstract	English language learners with disabilities (ELLWD) face many challenges in their academic career. Learning a new language and coping with their disabilities create obstacles in their academic progress. Variables relegating accessibility of assessments for students with disabilities and ELL students may seriously hinder the academic performance of ELLWD students. Furthermore, classification and accommodation for these students requires a more complex design than those for either ELLs or students with disabilities. Proper identification of these students is a challenge if their disability is masked by their limited English proficiency, or vice versa. Improper identification may lead to inappropriate instruction, assessment and accommodation for these students. Linguistic and cultural biases may affect the validity of assessment for ELLWD students. In this paper, issues concerning accessibility of assessment, classification, and accommodations for ELLWD students are discussed and recommendations for more accessible assessments for these students are provided. (Contains 6 tables.) (As Provided).
Anmerkungen	Association of Test Publishers. 601 Pennsylvania Avenue NW, South Building Suite 900, Washington DC 20004. Tel: 866-240-7909; Fax: 717-755-8962; e-mail: wgh.atp@att.net; Web site: http://www.testpublishers.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10