Cawthon, S. W. (2006). National survey of accommodations and alternate assessment for students who are deaf or hard of hearing in the United States . Journal of Deaf Studies and Deaf Education , 11 (3), 337–359. https://doi.org/10.1177/0741932509355950
Cawthon, S. W. (2006). National survey of accommodations and alternate assessment for students who are deaf or hard of hearing in the United States. Journal of Deaf Studies and Deaf Education, 11(3), 337–359. https://doi.org/10.1177/0741932509355950
The frequency of use of various accommodations—with 12 specified by the researchers and others indicated by survey respondents—was emphasized in this summary.
Teachers and administrators from 258 schools and programs throughout the United States participated.
The National Survey of Accommodations and Alternate Assessments for Students Who Are Deaf or Hard of Hearing in the United States was administered online, and had four parts, asking teacher and administrator respondents about their students' demographics and educational environments, accommodations, alternate assessments, and respondents' perspectives.
The most prevalent accommodations used in 2003–2004 statewide standardized assessments in mathematics and reading were extended time, and interpreter for directions, and a separate room for test administration. Read-aloud and signed questions and response accommodations were also prevalent. Others listed in the survey included: computer-based (electronic) administration, frequent breaks during testing, individual administration, large print, and mark answer in test booklet. Participants from mainstreamed settings reported a more frequent use of accommodations than those in schools for the deaf or districtwide/school programs. Limitations of the study were reported, and future research possibilities were suggested.