Literaturnachweis - Detailanzeige
Autor/inn/en | Davies, Daniel K.; Stock, Steven E.; King, Larry; Wehmeyer, Michael L.; Shogren, Karrie A. |
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Titel | An Accessible Testing, Learning and Assessment System for People with Intellectual Disability |
Quelle | In: International Journal of Developmental Disabilities, 63 (2017) 4, S.204-210 (7 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 2047-3869 |
DOI | 10.1080/20473869.2017.1294313 |
Schlagwörter | Intellectual Disability; Testing Accommodations; Academic Accommodations (Disabilities); Evaluation Methods; Adolescents; Adults; Employment Services; Computer Assisted Testing; Program Effectiveness Intellect; Disability; Disabilities; Verstand; Behinderung; Testing process; Accessibility (for disabled); Accessibility; Disabled person; Testdurchführung; Testen; Barrierefreiheit; Zugänglichkeit; Behinderter; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Employment service; Arbeitsvermittlung |
Abstract | Students and adults with intellectual disability experience multiple barriers to taking tests, assessments, evaluations, questionnaires, and surveys. The literacy demands of common formats for soliciting objective and subjective feedback -- particularly written questions and answers -- makes typical assessment processes inaccessible to many people with intellectual disability. Alternative approaches are time-consuming, often foster dependency on others, and do not provide opportunities or experiences in self-direction. This manuscript reports a pilot test of the use of a cognitively accessible self-paced testing system for students and adults with intellectual disability. The study employed a standard two-group within-subjects design in which 40 participants with intellectual and developmental disabilities completed assessments using both written and computer-based versions of each of the two surveys designed for use in the study. Results suggested that participants were able to complete a typical assessment with greater accuracy, increased independence, and greater efficiency when using the cognitively accessible computer-based survey compared to traditional written test methods. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |