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Journal of Deaf Studies and Deaf Education Advance Access originally published online on June 21, 2007
The Journal of Deaf Studies and Deaf Education 2008 13(1):55-96; doi:10.1093/deafed/enm029
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© The Author 2007. Published by Oxford University Press. All rights reserved. For Permissions, please email: journals.permissions@oxfordjournals.org

Accommodations Use for Statewide Standardized Assessments: Prevalence and Recommendations for Students Who Are Deaf or Hard of Hearing

Stephanie W. Cawthon and Online Research Lab

Walden University


  Abstract

The Second Annual National Survey on Assessments and Accommodations for Students who are Deaf or Hard of Hearing investigated the types of testing accommodations used on 2004–2005 statewide standardized assessments as well as recommendations for best practices. A total of 444 participants who served over 9,000 students as teachers, administrators, or other educational professionals responded to the survey. The most widely used accommodations were small-group testing, interpreting test directions, and extended time. With the exception of interpreting or reading test items aloud, accommodations were largely used for both reading and math assessments. Participants perceived all listed accommodations as both valid and easy to use. Participants recommended that student academic level, communication mode, and additional disabilities be taken into account when choosing accommodations for students who are deaf or hard of hearing.

Correspondence should be sent to Stephanie W. Cawthon, 15501 Waxler Court, Austin, TX 78754 (e-mail: scawthon{at}waldenu.edu).

Received December 29, 2006; revised April 17, 2007; accepted April 25, 2007


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