Jackson, L. M. (2003). The effects of testing adaptations on students’ standardized test scores for students with visual impairments in Arizona (Publication No. 3108915) [Doctoral dissertation, University of Arizona]. ProQuest Dissertations and Theses Global. https://www.proquest.com/docview/305336702

Dissertation
Jackson, L. M. (2003). The effects of testing adaptations on students’ standardized test scores for students with visual impairments in Arizona (Publication No. 3108915) [Doctoral dissertation, University of Arizona]. ProQuest Dissertations and Theses Global. https://www.proquest.com/docview/305336702

Notes

University of Arizona (Tucson, AZ); ProQuest document ID: 305336702

Tags

Braille; Elementary; Enlarged print (on paper); High school; Language arts; Listening; Magnification device or software; Math; Middle school; Multiple ages; Multiple content; Reading; Science; U.S. context; Visual impairment (including blindness)

URL

https://www.proquest.com/docview/305336702

Summary

Accommodation

The purpose of this study was to determine the relationship of testing modifications, a type of adaptation, and the effects of demographic information on students’ standardized test scores for students in Arizona who have visual impairments including those with additional disabilities.

Participants

The sample consisted of 71 students with visual impairments in grades 2-9, including students with additional disabilities, in Arizona (U.S.). The study participants attended either a specialized school for the visually impaired or a public school with support from teachers with specialties in visually impairments.

Dependent Variable

The dependent variable in this study was participants' performance on the Stanford Achievement Test, 9th Edition (SAT-9).

Findings

Scores did not differ among individual students due to demographic factors. Limitations of the study were reported, and future research directions were suggested.