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ERIC Number: EJ877157
Record Type: Journal
Publication Date: 2010
Pages: 21
Abstractor: As Provided
Reference Count: 20
ISBN: N/A
ISSN: ISSN-0143-0343
Investigating Access to Educational Assessment for Students with Disabilities
Woods, Kevin; Parkinson, Gill; Lewis, Sarah
School Psychology International, v31 n1 p21-41 2010
Many countries have established systems for identifying, and providing for, the range of students with disabilities during their formal educational assessments. Most systems include the provision of variously termed "special access arrangements" (SAAs), such as the provision of extra time or practical assistance with some aspect of an examination. There is, however, a paucity of outcome monitoring data relating to such systems, particularly that relating to the student and parent perspective. Using a combination of focus group, questionnaire and interview methods, the present study reports the views of 86 students with disabilities, their parents and teachers, upon the students' educational assessment experiences. Findings indicate four specific areas for development of current practice: individualization of assessment of needs; utilization of student and parent voice; consideration of test anxiety factors; improved communication between schools, parents and students. From this, the researchers propose a revised system for needs identification and provision for students with disabilities during their formal educational assessments, highlighting a proactive role for school psychologists. (Contains 6 notes, 2 tables, and 1 figure.)
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Publication Type: Journal Articles; Reports - Research
Education Level: Adult Education; Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom