Abstract
• Assessment data are used to make important decisions about programming, instruction, and services that English learners with disabilities receive. • Ensuring that assessment data are meaningful requires that English learners with disabilities first have well-designed, grade-level standards-based instruction with appropriate and individualized accommodations for language learning and disability. • To have the greatest impact, individualized accessibility features and accommodations a student uses on an assessment should be similar to what the student uses in class. Accessibility features and accommodations should address both language-learning and disability-related needs. • A well-trained Individualized Education Program (IEP) team that includes an English language development specialist is the key to making good assessment participation decisions for these students. Parents of English learners will need to be supported so they understand the IEP process and can participate.
| Original language | English (US) |
|---|---|
| Pages (from-to) | 99-111 |
| Number of pages | 13 |
| Journal | Journal of Special Education Leadership |
| Volume | 35 |
| Issue number | 2 |
| State | Published - Sep 2022 |
Bibliographical note
Funding Information:Kristin K. Liu, Ph.D., is the assistant director for the National Center on Educational Outcomes, Masonic Institute for the Developing Brain/University of Minnesota, 2025 East River Parkway, Minneapolis, MN 55414. E-mail: kline010@umn.edu Martha L. Thurlow, Ph.D., is a senior research associate for the National Center on Educational Outcomes, Masonic Institute for the Developing Brain/University of Minnesota, 2025 East River Parkway, Minneapolis, MN 55414. E-mail: Thurl001@umn.edu Darrell H. Peterson, Ph.D., is an Educational Program Specialist for the National Center on Educational Outcomes, Masonic Institute for the Developing Brain/University of Minnesota, 2025 East River Parkway, Minneapolis, MN 55414. E-mail: pete2620@umn.edu Conflict of Interest Disclosure. The authors declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article. Funding Disclosure. The preparation of this article was supported by the Office of Special Education Programs, U.S. Department of Education, through Cooperative Agreement H326G21002 with the University of Minnesota. The opinions expressed are those of the authors and do not represent views of the Office or the U.S. Department of Education.
Publisher Copyright:
© 2022, Council of Administrators of Special Education. All rights reserved.
Keywords
- Accessibility
- Accommodations
- Assessment
- English Learners With Disabilities
