In our second study, we report about the psychometrically successful development of easy and more accessible reading tasks for students with SEN. Further analyses showed that DIF predominantly occurred in items that captured contents that are not necessarily covered in literacy instruction targeted at students with SEN.
Böhme, K., Heppt, B. and Haag, N. (2017), "Inclusive Literacy Education and Reading Assessment for Language-Minority Students and Students with Special Educational Needs in German Elementary Schools", Inclusive Principles and Practices in Literacy Education (International Perspectives on Inclusive Education, Vol. 11), Emerald Publishing Limited, Bingley, pp. 69-86. https://doi.org/10.1108/S1479-363620170000011005
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