Assessing Early Language Development in Children with Vision Disability and Motor Disability

Autor/in	Hennessey, Stephen
Titel	Assessing Early Language Development in Children with Vision Disability and Motor Disability
Quelle	In: International Journal of Disability, Development and Education, 58 (2011) 2, S.169-187 (19 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1034-912X
Schlagwörter	Graduate Students; Test Items; Physical Disabilities; Multiple Disabilities; Scoring; Correlation; Raw Scores; Language Acquisition; Psychomotor Skills; Visual Impairments; Preschool Children; Language Skills; Measures (Individuals); Testing Accommodations; Preschool Language Scale + Suchen Sie Ihr Suchwort? Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Test content; Testaufgabe; Physical handicap; Körperbehinderung; Multiple disability; Mehrfachbehinderung; Bewertung; Korrelation; Sprachaneignung; Spracherwerb; Psychomotorische Aktivität; Visual handicap; Sehbehinderung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Language skill; Sprachkompetenz; Messdaten; Testing process; Accessibility (for disabled); Accessibility; Disabled person; Testdurchführung; Testen; Barrierefreiheit; Zugänglichkeit; Behinderter
Abstract	This article describes a method for identifying test items as disability neutral for children with vision and motor disabilities. Graduate students rated 130 items of the Preschool Language Scale and obtained inter-rater correlation coefficients of 0.58 for ratings of items as disability neutral for children with vision disability, and 0.77 for ratings of items as disability neutral for children with motor disability. These ratings were used to create three item sets considered disability neutral for children with vision disability, motor disability, or both disabilities. Two methods for scoring the item sets were identified: scoring each set as a partially administered developmental test, or computing standard scores based upon pro-rated raw score totals. The pro-rated raw score method generated standard scores that were significantly inflated and therefore less useful for the assessment purposes than the ratio quotient method. This research provides a test accommodation technique for assessing children with multiple disabilities. (Contains 9 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10