Development of American Sign Language Guidelines for K-12 Academic Assessments

Autor/inn/en	Higgins, Jennifer A.; Famularo, Lisa; Cawthon, Stephanie W.; Kurz, Christopher A.; Reis, Jeanne E.; Moers, Lori M.
Titel	Development of American Sign Language Guidelines for K-12 Academic Assessments
Quelle	In: Journal of Deaf Studies and Deaf Education, 21 (2016) 4, S.383-393 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1081-4159
DOI	10.1093/deafed/enw051
Schlagwörter	American Sign Language; Guidelines; Elementary Secondary Education; Access to Education; Deafness; Partial Hearing; Test Content; Academic Accommodations (Disabilities); Testing Accommodations; Achievement Gap; Educational Legislation; Federal Legislation; Assistive Technology; Educational Quality + Suchen Sie Ihr Suchwort? Richtlinien; Education; Access; Bildung; Zugang; Bildungszugang; Gehörlosigkeit; Taubstummheit; Hörbehinderung; Testaufgabe; Testing process; Accessibility (for disabled); Accessibility; Disabled person; Testdurchführung; Testen; Barrierefreiheit; Zugänglichkeit; Behinderter; Bildungsrecht; Schulgesetz; Bundesrecht; Quality of education; Bildungsqualität
Abstract	The U.S. federal Every Student Succeeds Act (ESSA) was enacted with goals of closing achievement gaps and providing all students with access to equitable and high-quality instruction. One requirement of ESSA is annual statewide testing of students in grades 3-8 and once in high school. Some students, including many deaf or hard-of-hearing (D/HH) students, are eligible to use test supports, in the form of accommodations and accessibility tools, during state testing. Although technology allows accommodations and accessibility tools to be embedded within a digital assessment system, the success of this approach depends on the ability of test developers to appropriately represent content in accommodated forms. The Guidelines for Accessible Assessment Project (GAAP) sought to develop evidence- and consensus-based guidelines for representing test content in American Sign Language. In this article, we present an overview of GAAP, review of the literature, rationale, qualitative and quantitative research findings, and lessons learned. (As Provided).
Anmerkungen	Oxford University Press. Great Clarendon Street, Oxford, OX2 6DP, UK. Tel: +44-1865-353907; Fax: +44-1865-353485; e-mail: jnls.cust.serv@oxfordjournals.org; Web site: http://jdsde.oxfordjournals.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01