Kuti, L. (2011). Accommodations for English language learners with disabilities on federally mandated English language proficiency assessments (Doctoral dissertation Virginia Commonwealth University).

Dissertation

Kuti, L. (2011). Accommodations for English language learners with disabilities on federally mandated English language proficiency assessments (Doctoral dissertation Virginia Commonwealth University).

Tags

English learners with disabilities; Other Accommodation Type; Other language speakers; Package of Accommodations; Single Accommodation; Spanish Speakers

Summary

Accommodation

large print booklet, magnification or low vision aid, braille, audio amplification, computer assisted, scribe, modified presentation format, other approved accommodation (encouragement, example test questions), modified timing, modified test directions

Participants

ELLs who took the English Language Proficiency Test in Virginia during the 2009-2010 school year

Findings

Analyzing data from the WIDA ACCESS test on accommodations given to EL’s with disabilities taking the test this study found that Modified Test Directions, Modified Timing/Scheduling, Other Accommodation, and Modified Presentation Format were the most commonly offered accommodations. Further they found that there is a relationship between primary disability category and the type or likelihood that a student will be offered a specific accommodation. Finally, the study found that there was no statistically significant effect of accommodation use on test scores for students with disabilities who took the ACCESS test, meaning that using accommodations (or at least being offered) accommodations did not improve student test scores when accounting for other variables. The author suggests this may be related to the time constraints put on testing sessions.