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1.
《教育实用测度》2013,26(2):93-120
Traditionally, measurement specialists have provided testing accommodations for examinees with physical disabilities such as blindness or impaired mobility. Following passage of the Americans with Disabilities Act of 1990, advocates for the disabled have argued that federal law also requires testing accommodations for mental disabilities such as dyslexia and other learning disabilities. Such requested accommodations have included readers, calculators, word processors, and additional time. But these accommodations may affect test validity, requiring measurement specialists to balance the social goal of integrating the disabled against the measurement goal of accurate test score interpretation. Although the courts have provided some guidance regarding testing accommodation requirements for the disabled, they have not yet addressed the issue of where to draw the line on accommodations for mental disabilities. This article explores the measurement problems associated with granting accommodations for mental disabilities, uses existing case law to construct a legal framework for considering such accommodations, arid discusses the advantages and-disadvantages of alternative strategies for handling testing accommodation requests. 相似文献
2.
Providing appropriate test accommodations to most English language learners (ELLs) is important to facilitate meaningful inferences about learning. This study compared teacher large-scale test accommodation recommendations to those from a literature- and practitioner-grounded accommodation selection taxonomy. The taxonomy links student-specific needs, strengths, and schooling experiences to large-scale test accommodation recommendations that differentially minimize barriers of access for students with different profiles. A blind panel of experts rated four sets of recommendations for each of 114 ELLs. Results found the taxonomy was a significantly better fit for distinguishing accommodations by student need than teacher recommendations. Further, the fit of teacher recommendations showed no difference when the teacher used a structured data collection procedure to gather profile information about each of their ELLs and when they did not, and teachers’ recommendations were not found to differ significantly from a random set of accommodations. Findings are consistent with previous literature that suggests the task of matching specific accommodations to individual needs, rather than the task of identifying individual needs, is where teachers struggle in recommending appropriate test accommodations. 相似文献
3.
Miller KR 《American annals of the deaf》2001,146(4):328-330
Historically, the provision of sign language interpreters to deaf suspects, defendants, and offenders has been a problematic issue in the criminal justice system. Inconsistency in the provision of interpreter services results largely from the ignorance of criminal justice professionals regarding deaf people's communication needs and accommodation options. Through analysis of 22 post-Americans with Disabilities Act cases and a survey of 46 professional sign language interpreters working in criminal justice settings, the present study considered access issues concerning sign language interpreters in law enforcement, courtrooms, and correctional settings. Recommendations to increase the accessibility of interpreting services include providing ongoing awareness training to criminal justice personnel, developing training programs for deaf legal advocates, and continuing access studies. 相似文献
4.
Deaf people, especially those who are not well educated, are at risk for serious injustices when they enter the criminal justice system. The present study describes these risks at all stages of the legal process, including arrest, trial, probation, prison, and parole. These dangers are greatest for those who are poorly educated, read at a fourth-grade level or lower, have poor communication skills (American Sign Language and English), and lack awareness of their legal rights. Primitive personality disorder (PPD) is the term mental health professionals use to describe this set of characteristics. The risks that the segment of the deaf population with PPD faces when its members run afoul of the law are described, a case history provided, and some relevant legal and interpreting issues are discussed. A case is made for applying the concept of linguistic incompetence to deaf individuals with PPD. 相似文献
5.
Digital skills are an important aspect of ensuring that all young people are digitally included. Yet, there tends to be an assumption in popular discourse that young people can simply learn these skills by themselves. While experience of technologies forms an important part of the learning process, other resources (i.e., access to technology and support networks) plus clear motivations are required. Through in-depth interviews with 20 young people who are digitally excluded, this paper highlights the kinds of digital skills these young people find problematic, and the reasons why they find developing these skills so challenging. We demonstrate how poor access to technology, limited support networks and their current situation prevent these young people from gaining the experiences they need to support the development of their digital skills; and how lack of experience and inadequate skills limit the extent to which they perceive the internet to be valuable in their lives. These individual experiences, shaped very much by the wider social structure of which they are part, show how young people cannot simply be left to learn digital skills by themselves and that intervention is required to try to address some of the digital inequalities apparent in younger generations. 相似文献
6.
Removing barriers and building bridges: American deaf interns teaching Chinese deaf children. 总被引：1，自引：0，他引：1
Two deaf American student-teaching M.A. candidates did an internship at a school for the Deaf in China. This was the first such internship ever done in China. Critical procedures for establishing international internships are described; cultural and educational experiences and the accommodations made to guarantee the success of such internships are analyzed, including issues related to communication modality, educational philosophy, expectations for deaf learners, and teaching methods. The views of both interns, and those of two teacher educators one American and one Chinese, are included. 相似文献
7.
Historically, ensuring the due process rights of deaf defendants has been a problematic issue in the criminal justice system (McAlister, 1994; Smith, 1994; Vernon & Coley, 1978; Vernon & Greenburg, 1996; Vernon & Miller, in press; Vernon & Raifman, 1997; Whalen, 1981; Wood, 1984). Inadequate communication can radically affect a deaf defendant's interactions in the courtroom. Pursuant to the concepts of fairness enshrined in the U.S. Constitution and the specific statutory language contained in federal and state laws, the courts must provide equal access for deaf defendants (Berko, 1992; Gallie & Smith, 2000; McCoy, 1992; Simon, 1994; Vernon & Raifman, 1997). It is the responsibility of the court to ensure that the appropriate accommodation is provided in the language most readily understood by the defendant.When adjudicating a deaf criminal defendant, courts must make certain that the defendant has equal access to various due process activities, such as assisting counsel in the development of a defense, deciding whether to testify, deciding which plea to enter, understanding the charges, understanding one's position as defendant, and comprehending the role of the defense and prosecuting attorneys, and judge (Berko, 1994; King, 1990; Simon, 1994; Smith, 1994; Vernon & Coley, 1978; Vernon & Miller, in press; Vernon, Raifman, & Greenberg, 1996).However, complex linguistic issues that impinge on adjudicative competence are present in some deaf defendants (Vernon & Miller, in press; Vernon & Raifman, 1997). Adjudicative competence refers to an individual's ability to adequately comprehend and participate in legal proceedings and due process activities. When diverse language use is an issue, a deaf defendant's ability to participate in proceedings can be established by the court using the modern test of adjudicative competence (Dusky v. U.S., 1960). This test examines a defendant's state of mind at the time of trial rather than at the time of the offense in terms of these factors: a defendant's capacity to participate, reasonable understanding of the proceedings, and level of cognitive functioning, irrespective of any mental disorder. This article will outline linguistic barriers to due process for deaf defendants. 相似文献
8.
9.
Wheeler-Scruggs K 《American annals of the deaf》2002,147(4):11-17
There is much variation in functional level among people who are deaf and low functioning. The present study focused on the work and independent living status of people who are deaf and have varying levels of low functioning. Each study participant attended a comprehensive rehabilitation facility. Information was collected through personal interviews. Not all interviewees were employed at the time of the interview, but the majority lived on their own. Those interviewees who worked were, on the whole, happy with their jobs. Workplace accommodations were virtually nonexistent, while home accommodations included television closed captioning, TTYs, and alarm clocks with visual or vibrating signals. Suggestions and guidelines are given on areas in which people who are deaf and low functioning may need services beyond job placement. 相似文献
10.
Attitudes to sign languages or language policies are often not overtly discussed or recorded but they influence deaf young people's educational opportunities and outcomes. Two qualitative studies from Scotland investigate the provision of British Sign Language as accommodation in public examinations. The first explores the views of deaf pupils and staff about the official system for face-to-face interpretation of exam papers. The second investigates a centrally translated digital paper with embedded video questions. Discussion focuses on contrasts between the USA and UK approaches to accommodations, raising issues of standardized technical terms in signed languages, the right to respond in sign, and candidate choice. 相似文献
11.
中国聋人高等教育:现状、需求和建议 总被引：2，自引：0，他引：2
本研究通过对聋人和从事及关注聋人高等教育人士的调查采访,分析和揭示了中国聋人高等教育成就、需求和挑战,为改进中国聋人教育提出了建议。调查显示,中国聋人高中教育忽视基础知识的学习,应试现象比较严重;聋人大学专业的设立十分有限;聋人大学教育设置形式单一,为在普通大学就读的个别聋人提供相应的帮助有限。重视提高聋人教育质量,增加专业使其多样化,创造让聋生随班就读的课程或专业的条件,改善聋生大学入学前的教育现状和改变社会对聋人的看法等是目前中国政府极需重视的方面。 相似文献
12.
《Journal of Further & Higher Education》2012,36(4):353-358
The social model of disability states that many persons have many impairments, but that it is only by the ableist society in which they live that they are disabled. In considering just how inclusive Higher Education is for said persons, this short paper proposes a long‐overdue modernization of the ableist way in which undergraduates are taught. As a traditional gold standard university subject, direct reference is made to the study of English, but the conclusion will be pertinent to other disciplines. Similarly, though the paper cites the case of persons with impaired vision, the findings will be relevant to deaf people and to persons who are disabled in general. 相似文献
13.
Learning to read and write is a challenge for most deaf children due to their limited experiences with, and access to, spoken language. In the case of deaf students who have difficulty processing visual print, literacy becomes an even greater challenge. The study piloted an intervention procedure that incorporated the principles of automaticity, repetition, functional vocabulary, and a positive teacher-student relationship as recommended in programs for struggling readers and adapted them to the needs of two deaf high school students with dyslexia in an American Sign Language-English bilingual program. The findings reveal gains in reading ability on the formal measures, though not more than would be expected over a 6-month period simply due to development. The real improvements were noted in the students' attitudes toward literacy, improved social interaction, and increased self-confidence. 相似文献
14.
Career theorists emphasize the importance of the development of career maturity in adolescents if they are to successfully negotiate the school-to-work transition. Transitions of deaf and hard of hearing adolescents may be especially problematic. The authors examine the implications of current labor market trends for young people, in particular those with hearing loss, and review data on employment outcomes for deaf and hard of hearing people. They discuss the environmental and attitudinal barriers that can influence the career outcomes of this population, consider the impact of hearing loss on adolescents' career maturity, and review the studies on this topic in the literature. The article focuses on the experiences of students with significant hearing loss who are educated in regular classes with the support of itinerant teachers, who communicate orally, and who may be defined as hard of hearing. Recommendations for research and practice are provided. 相似文献
15.
Do Proper Accommodation Assignments Make a Difference? Examining the Impact of Improved Decision Making on Scores for English Language Learners 总被引：1，自引：0，他引：1
Rebecca J. Kopriva Jessica E. Emick Carlos Porfirio Hipolito-Delgado Catherine A. Cameron 《Educational Measurement》2007,26(3):11-20
Does it matter if students are appropriately assigned to test accommodations? Using a randomized method, this study found that individual students assigned accommodations keyed to their particular needs were significantly more efficacious for English language learners (ELLs) and that little difference was reported between students receiving incomplete or not recommended accommodations and no accommodations whatsoever. A sample of third and fourth grade ELLs in South Carolina (N = 272) were randomly assigned to various types of test accommodations on a mathematics assessment. Results indicated that those students who received the appropriate test accommodations, as recommended by a version of a computerized accommodation taxonomy for ELLs (the selection taxonomy for English language learners accommodations; STELLA), had significantly higher test scores than ELLs who received no accommodations or those who received incomplete or not recommended accommodation packages. Additionally, students who were given no test accommodations scored no differently than those students that received accommodation packages that were incomplete or not recommended, given the students' particular needs and challenges. These findings are important in light of research and anecdotal reports that suggest a general lack of systematicity in the current system of assigning accommodations and a tendency to give all available accommodations regardless of individual child characteristics. The results also have important implications for how future accommodation research should be structured to determine the benefits of particular accommodations and accommodation packages. This study would suggest that control and treatment groups should be assembled based on specific student needs in order for direct comparisons to be made. 相似文献
16.
With few exceptions, a hearing perspective controls the direction of deaf education nationally and internationally. People who are hearing have a powerful influence over decisions that affect legislation, policies, professional organizations, research agendas, and curricular decisions related to deaf education. Although this situation is changing in some arenas, people who are deaf often have relatively less influence than their hearing counterparts in shaping the educational agenda. The authors, one deaf and one hearing, relate their views on the challenge of changing this imbalance of power and discuss their personal experiences as friends and professional collaborators as they offer strategies for creating and nurturing partnerships between people who are deaf and people who are hearing. 相似文献
17.
This article reports on the experiences of a group of deaf and hard-of-hearing alumni of Griffith University in south-east Queensland, Australia. Participants completed a survey answering questions about their communication patterns and preferences, working lives, career barriers or difficulties anticipated and encountered, and workplace accommodations used or sought. Results revealed a range of career barriers and workplace difficulties encountered by these participants, as well as solutions found and strategies used by them. Differences in employment sector, job-search activities, difficult workplace situations, and use of accommodations were noted between 2 groups: those who communicated primarily in Australian Sign Language and considered themselves to have a Deaf or bicultural identity and those who communicated primarily in spoken English and considered themselves to have a hearing identity. Implications for university services supporting deaf and hard-of-hearing students are outlined, and suggestions for further research are made. 相似文献
18.
Cawthon SW 《Journal of deaf studies and deaf education》2006,11(3):337-359
This paper reports the results of the National Survey of Accommodations and Alternate Assessments for Students who are Deaf or Hard of Hearing in the United States (National Survey). This study focused on the use of accommodations and alternate assessments in statewide assessments used with students who are deaf or hard of hearing. A total of 258 participants responded to the survey, including 32 representing schools for the deaf, 168 from districtwide/school programs, and 58 from mainstreamed settings. These schools and programs served a total of nearly 12,000 students who are deaf or hard of hearing nationwide. The most prevalent accommodations used in 2003-2004 statewide standardized assessments in mathematics and reading were extended time, an interpreter for directions, and a separate room for test administration. Read aloud and signed question-response accommodations were often prevalent, used more often for mathematics than in reading assessments. Participants from mainstreamed settings reported a more frequent use of accommodations than those in schools for the deaf or districtwide/school programs. In contrast, schools for the deaf were most likely to have students participate in alternate assessments. The top three alternate assessment formats used across all settings were out-of-level testing, work samples, and portfolios. Using the National Survey results as a starting point, future research will need to investigate the validity of accommodations used with students who are deaf or hard of hearing. In the context of the No Child Left Behind Act of 2001 accountability policies, the accommodations and alternate assessment formats used with students who are deaf or hard of hearing may result in restrictions in how scores are integrated into state accountability frameworks. 相似文献
19.
Fernando Cuetos Asunción Monsalve Alejandro Pinto Javier Rodríguez-Ferreiro 《Reading and writing》2004,17(3):227-240
Studies conducted in recent years on oral andwritten language production show that the ageat which words are learned is the main variablethat influences lexical access in both hearingpeople and people who have suffered brainlesions. No studies have been done with deafpeople and, since they use sign language inaddition to oral language, differencesregarding hearing people might be found intheir lexical organization. The aim of thisstudy was to test which variables determine thelexical production of deaf people. For thispurpose, 40 deaf people between the ages of 13and 58 years were asked to write individuallythe names of 100 pictures. The regressionanalyses performed on a total of 4000 responsesshow that the main predictor variable ofperformance was also age of acquisition. It isconcluded that the organization of the lexicalsystem in deaf people is similar to that of hearing people, although the phonologicalrepresentations of deaf people may be moreinaccurate. 相似文献
20.
The aim of this study was twofold: (1) to identify factors associated with a high level of accommodation needs in school activities among students with special educational needs (SEN) in regular upper secondary education; and (2) to investigate the extent to which schools have met students’ perceived accommodation needs. Accommodation needs and their provision in school activities were assessed with the School Setting Interview for 484 students with SEN. Students’ mean age was 17.3 years and 50% did not have a diagnosis. A logistic regression analysis revealed that a high level of school absence, studying a vocational programme, and a neuropsychiatric disorder were associated with a high level of accommodation needs. In the majority of school activities, about 50% of students had not received any accommodation despite an experienced need for support. About 30% of students perceived a need for support even though they had been provided with accommodations, and around 25% stated they were satisfied with received accommodations. Regular upper secondary school students with SEN are insufficiently provided with accommodations to satisfactorily participate in education. Specific student characteristics, e.g. high level of school absence, should receive special attention when investigating and accommodating students’ needs for support in school activities. 相似文献