Educators' Perspectives on Classroom Implementation of Accessibility Features and Accommodations

Autor/inn/en	Albus, Deb; Thurlow, Martha L.; Liu, Kristi K.; Lazarus, Sheryl S.; Larson, Erik D.
Institution	National Center on Educational Outcomes; University of Minnesota, Institute on Community Integration; Minnesota Department of Education
Titel	Educators' Perspectives on Classroom Implementation of Accessibility Features and Accommodations
Quelle	(2018), (46 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Accessibility (for Disabled); Academic Accommodations (Disabilities); Testing Accommodations; Access to Education; Classroom Techniques; Public School Teachers; Teacher Attitudes; Elementary Secondary Education; Special Education Teachers; English Language Learners; Regular and Special Education Relationship; Alabama; Connecticut; Maryland; Michigan; Minnesota; Ohio; West Virginia; Wisconsin + Suchen Sie Ihr Suchwort? Accessibility; Zugänglichkeit; Testing process; Accessibility (for disabled); Disabled person; Testdurchführung; Testen; Barrierefreiheit; Behinderter; Education; Access; Bildung; Zugang; Bildungszugang; Klassenführung; Lehrerverhalten; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende
Abstract	In 2015, the Data-Informed Accessibility--Making Optimal Needs-based Decisions (DIAMOND) project received funding from an Enhanced Assessment Initiative grant to collect information that would support the development of professional development modules for educators making decisions within new accessibility frameworks. More accessibility features and accommodations are available to a wider range of students than ever before, which puts a greater burden on educators. Not only are educators expected to determine which accessibility features and accommodations help their students on state assessments, they are supposed to incorporate these same accessibility features and accommodations into their instruction and formative assessments. Previous research shows that they often struggle to do this (Altman, Lazarus, Quenemoen, Kearns, Quenemoen, & Thurlow, 2010; Langley & Olsen, 2003). To address this issue, the DIAMOND project conducted phone interviews with educators to highlight effective practices being used to implement accessibility features and accommodations in their classrooms during instruction and during assessments. For this study, educators were asked about two kinds of accessibility features (universal features and designated features) and about accommodations. Universal features are accessibility supports that are available to all students as they access instructional or assessment content. Designated features are accessibility supports that are available to any student for whom the need has been indicated by an educator (or team of educators including the parents/guardian and the student if appropriate) who are familiar with the student's characteristics and needs. Accommodations are changes in procedures or materials that ensure equitable access to instructional and assessment content and generate valid assessment results for students who need them. (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