Additional Educators' Perspectives on Classroom Implementation of Accessibility Features and Accommodations

Autor/inn/en	Albus, Deb A.; Thurlow, Martha L.; Larson, Erik D.; Liu, Kristi K.; Lazarus, Sheryl S.
Institution	National Center on Educational Outcomes; University of Minnesota, Institute on Community Integration; Minnesota Department of Education
Titel	Additional Educators' Perspectives on Classroom Implementation of Accessibility Features and Accommodations
Quelle	(2019), (46 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Teacher Attitudes; Accessibility (for Disabled); Regular and Special Education Relationship; Testing Accommodations; Access to Education; Classroom Techniques; Public School Teachers; Students with Disabilities; English Language Learners; Assistive Technology; Reading Aloud to Others; Faculty Development; Instruction; Special Education Teachers; Elementary Secondary Education; Alabama; Maryland; Wisconsin + Suchen Sie Ihr Suchwort? Lehrerverhalten; Accessibility; Zugänglichkeit; Testing process; Accessibility (for disabled); Disabled person; Testdurchführung; Testen; Barrierefreiheit; Behinderter; Education; Access; Bildung; Zugang; Bildungszugang; Klassenführung; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Teaching process; Unterrichtsprozess; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende
Abstract	The Data-Informed Accessibility--Making Optimal Needs-based Decisions (DIAMOND) project received funding in 2015 from an Enhanced Assessment Initiative grant to collect information that would inform the creation of professional development modules for educators making decisions within new accessibility frameworks. The DIAMOND project conducted telephone interviews with two cohorts of educators using identical study methods. The analysis and results for the first cohort of educators interviewed have been published (Albus, Thurlow, Liu, Lazarus, & Larson, 2018), and this report on the second cohort of interviewees presents separate findings as well as an overall summary for the two cohorts. This study sought to answer how educators defined accessibility features and accommodations, how different educator types used them in classrooms by population served (general education, special education, expeditionary learning (EL) education), including any challenges in using them, and to what extent the supports identified by educators were consistent with their state's assessment policies. [For the first cohort report, see ED597285.] (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