www.jsu.edu

www.jsu.edu

English Access Forum: High Stakes Testing, Reading/Writing Accommodations, Implications for

Programs and Services Katherine J. Bruni Outreach Specialist, State Outreach and Technical Assistance Center, PEPNet/PEC

English Instructor to Students who are Deaf and Hard of Hearing Georgia Perimeter College Center for Disability Services 770-928-6785 v/tdd satellite office 404-406-8194 cell

FAX 770-928-9929 [email protected] Guest Experts Dr. Noel Gregg Regents Center for Learning Disorders

University of Georgia Jo Anne Simon, Esq. Law Offices of Jo Anne Simon Brooklyn, NY Dr. Alton Brant Associate Professor of ASL

Clemson University Clip 1 Guest Experts Dr. Noel Gregg

Regents Center for Learning Disorders University of Georgia Jo Anne Simon, Esq. Law Offices of Jo Anne Simon Brooklyn, NY Dr. Alton Brant

Associate Professor of ASL Clemson University Objectives Participants will Gain information to help consider an

appropriate range of accommodations for testing. Learn about legal perspectives and accommodations for hearing students with disabilities that may challenge current practices.

Why Have an English Access Forum?

English Access Categories: The High School graduation test Board of Regents Exam Developmental Studies Exit

Exam Entrance requirements for Technical Colleges Teacher Praxis Exam

Graduate School Entrance Vocational Rehabilitation CRC Exam Teacher Training programs

standards and student teaching Discussing/Dissecting the Pink Elephant

GOAL of the English Access Forum: To Begin a Dialogue about English Access for People who

are Deaf and Hard of Hearing. Georgia Representatives (Policy Makers and those in positions to influence policy) Students (graduate students)

Deaf Consumers State Chapter NAD Superintendent of State Schools, Dept. of Ed. (K-12) State Consultant Public Schools, Deaf and Hard of Hearing, Division of Exceptional Students, Dept. of Ed. Postsecondary Disability Services Offices

2 yr, 4 yr, and Technical Colleges (counselors and administrators) Dept. of Technical Adult Education (DTAE), Director of Student Services Superintendents of GSD and AASD

(Atlanta Area School for the Deaf) (and invited staff, faculty, Deans, Director of Instruction, etc.) Parents (postsecondary) State ADA Office Advocacy Agencies GA Council for the Hearing Impaired

State Testing Coordinator State Coordinator for the Deaf, Vocational Rehabilitation A Framework for

Discussion: Principles and Questions

1. One size does not fit all. 2. English Access (print): a. Access to information b. Testing 3. Testing: What do you want

to measure ? Instruction vs. Access What does English Access

mean? What is literacy? What is the definition of illiterate and might it have a

different definition for people who are Deaf and Hard of Hearing? What accommodations are currently being provided to people who are

blind and to hearing people with learning disabilities related to reading and writing? What are the various legal perspectives related to English Access?

What does otherwise qualified mean in an academic setting? What does language disability mean for an adult who is Deaf or Hard of Hearing?

What research questions do we need answered? What are the accommodations that might be considered for printed material? When might these

accommodations be appropriate and for whom? Expert Comments &

Forum Discussion Access to: Print and also to: Knowledge/Information Language

Power Instructional Access Children Atlanta Area School for the Deaf

Center for Accessible Technology in Sign www.aasdweb.com/CATS Dr. HARLEY HAMILTON

What is Reading & Writing ? What is literacy ? Clip 2

What is Reading & Writing ? What is literacy ?

Legal Perspectives Looking to Other Disabilities

Clip 3 Clip 4 Clip 5

Clip 6 Looking to Other Disabilities

Challenges Clip 11 Challenges

Testing Clip 7 Clip 9

Clip 10 Testing Strategies and

Needed Research Clip 8 Strategies and

Needed Research Recommendations Clip 12

Recommendations A Summary from the Forum and Implications for Future Action 1. English Access needs to be considered when making decisions

about instruction. 2. We need to: - challenge and investigate our beliefs, fundamental assumptions/understandings, and decision making regarding policies

and accommodations. - expand traditional notions of literacy and consider a new paradigm or framework. 3. We need to look to other

disabilities and the accommodations that they are requesting and receiving for print. 4. We need to educate

ourselves as well as others. Dispelling our Fears Understanding

English Access - to help people meet their human potential - to maximize individual potential Thank You

Review Legally we dont have good answers. What do we do if an accommodation does not exist ? -- What are we really testing ? How are

we doing the testing ? We need to expand our traditional notions of literacy. We need to consider a new paradigm or framework that might be helpful.

What is reading ? What is writing ? Issues of equity and perceptions must be considered. We need more research on accommodations with regard to literacy.

Extended time and read alouds are the most used accommodations. Alternative media is the way of the future. Reading = alternative media. Tutoring is it a reasonable accommodation or an auxiliary aid or service ?

We need to look to other disabilities. What are their accommodations ? We are in an era of High Stakes Testing, and Item Response Theory. More and more readers are being

granted for students with learning disabilities (print). Dissecting the elephant: Education of children who are Deaf and Hard of Hearing

Access to: Print and also to: Knowledge/Information Language Power

Instructional Access children Providing access through technology Guidelines for requesting testing accommodation Lack of $$ = problem People who are Deaf and Hard of Hearing are not requesting accommodations for print.

We must educate others and ourselves. Challenging our fundamental assumptions and understandings Accommodations to demonstrate abilities and knowledge not because of

second language issues Accommodations vs. modifications Standards and testing Challenging our decision making re: policies and accommodations

Investigating our beliefs Standardizing interpreted versions of tests through video and DVD Editing as an accommodation

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