Identifying Appropriate Test Accommodations for Students with Learning Disabilities

Autor/inn/en	Fuchs, Lynn S.; Fuchs, Douglas; Capizzi, Andrea M.
Titel	Identifying Appropriate Test Accommodations for Students with Learning Disabilities
Quelle	In: Focus on Exceptional Children, 37 (2005) 6, S.1-8 (8 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0015-511X
Schlagwörter	Identification; Educational Objectives; Audio Equipment; Testing; Learning Disabilities; Individualized Instruction; Individualized Education Programs; Testing Accommodations; Test Bias; Test Validity; Teamwork + Suchen Sie Ihr Suchwort? Identifikation; Identifizierung; Educational objective; Bildungsziel; Erziehungsziel; Audio-CD; Testdurchführung; Testen; Learning handicap; Lernbehinderung; Individualisierender Unterricht; Individualized education program; Individualisierendes Lernen; Testing process; Accessibility (for disabled); Accessibility; Disabled person; Barrierefreiheit; Zugänglichkeit; Behinderter; Testkritik; Testvalidität
Abstract	This article provides an overview of identification of appropriate testing accommodations for students with learning disabilities (LD). First it defines the concept of testing accommodations and review research on test accommodations commonly used with students with LD. Next it examines the validity and fairness in accommodations, as well as the role of the Individualized Education Program team in testing accommodation decision making. The issue of heterogeneity in LD and individualization of accommodations is discussed with particular focus on issues related to identification of appropriate accommodations, along with a description of an objective and empirically sound system for identifying accommodations. Finally, it considers implications for research on accommodations, as well as practical selection and use of accommodations in educational outcomes assessment. (Contains 1 table.) (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10