Barriers exist on large scale assessment when students are not able to perform at potential for a variety of reasons. Accommodations are mostly available for students who meet criteria for diagnosed disability or criteria for the identification of students who have English as a second language. However, knowing that students have diverse needs, accommodations for a few may not be providing appropriate access for all. Options for designing broader universal design for learning (UDL) on large scale assessment, through strategies that are typically restricted to special accommodations, increase access.
Hickey, E. (2015), "Accommodation, Access, Large Scale Assessment: Possibilities for Universal Design", Accessible Instructional Design (Advances in Special Education Technology, Vol. 2), Emerald Group Publishing Limited, pp. 77-93. https://doi.org/10.1108/S2056-769320150000002004Download as .RIS
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