Assistive Technology Approaches for Large-Scale Assessment: Perceptions of Teachers of Students with Visual Impairments

Autor/inn/en	Johnstone, Christopher; Thurlow, Martha; Altman, Jason; Timmons, Joe; Kato, Kentaro
Titel	Assistive Technology Approaches for Large-Scale Assessment: Perceptions of Teachers of Students with Visual Impairments
Quelle	In: Exceptionality, 17 (2009) 2, S.66-75 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0936-2835
Schlagwörter	Visual Impairments; Educational Technology; Assistive Technology; Reading Instruction; Group Testing; Special Education Teachers; Teacher Attitudes; Academic Accommodations (Disabilities); Testing Accommodations; Teacher Surveys; Special Needs Students; Use Studies + Suchen Sie Ihr Suchwort? Visual handicap; Sehbehinderung; Unterrichtsmedien; Leseunterricht; Gruppentest; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Testing process; Accessibility (for disabled); Accessibility; Disabled person; Testdurchführung; Testen; Barrierefreiheit; Zugänglichkeit; Behinderter; Sonderpädagogischer Förderbedarf; Benutzerschulung
Abstract	Assistive technology approaches to aid students with visual impairments are becoming commonplace in schools. These approaches, however, present challenges for assessment because students' level of access to different technologies may vary by school district and state. To better understand what assistive technology tools are used in reading instruction and assessment, we surveyed 197 teachers of students with visual impairments (TVIs) to determine the extent and types of assistive technology used by students with visual impairments. Results from this survey indicate that what might be considered "accommodations" on large-scale assessments are commonplace in special and general education classrooms where students with visual impairments receive instruction. Both high- and low-tech approaches to reading are used by TVIs, most likely for different purposes and at different times. (Contains 1 table.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10