Accessibility Planning for Postsecondary Entrance and Placement Exams for Deaf Students

Autor/inn/en	Cawthon, Stephanie W.; Goldstone, Linda; Higgins, Jennifer; Thurlow, Martha
Titel	Accessibility Planning for Postsecondary Entrance and Placement Exams for Deaf Students
Quelle	In: TEACHING Exceptional Children, 54 (2022) 5, S.338-345 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Cawthon, Stephanie W.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0040-0599
DOI	10.1177/00400599211025543
Schlagwörter	Accessibility (for Disabled); Postsecondary Education; Students with Disabilities; Deafness; Student Needs; Student Characteristics; Testing Accommodations; Barriers; High Stakes Tests; Placement Tests; Individualized Education Programs; High School Students; College Bound Students; Hearing Impairments + Suchen Sie Ihr Suchwort? Accessibility; Zugänglichkeit; Post-secondary education; Tertiäre Bildung; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Gehörlosigkeit; Taubstummheit; Testing process; Accessibility (for disabled); Disabled person; Testdurchführung; Testen; Barrierefreiheit; Behinderter; Individualized education program; Individualisierendes Lernen; High school; High schools; Oberschule; Hearing impairment; Hörbehinderung
Abstract	Postsecondary entrance and placement tests provide critical information that shapes the trajectory of the transition from secondary to postsecondary education. Test accommodations can play an important role in reducing barriers that deaf students face during high-stakes testing. For deaf students, decisions about access and accommodations for standardized assessment typically involve an Individualized Education Program (IEP) team. Deaf students' access needs are not homogeneous, and decisions include a variety of factors including student characteristics, the content of the test, and test accommodations policies. In this article we share information about challenges that deaf students face and suggestions for ways to help to ensure that deaf students receive the accommodations that better allow them to show what they know and can do. These steps to improve accessibility can support equity in postsecondary pathways for deaf students. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01