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Access to State Tests For students who are blind or visually impaired.

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Presentation on theme: "Access to State Tests For students who are blind or visually impaired."— Presentation transcript:

1 Access to State Tests For students who are blind or visually impaired

2 Universal Design is the key process to ensure that all students have access to state assessments.

3 Key Points Attention to needs of all students Precisely defined constructs for each item Inclusion of personnel who know the population Item writers and reviewers who know the population Test formats and response options that are amenable to accommodations Relevant language that is not intended to confuse the reader Legible and clutter-free print formats

4 Suggested Process of UD Train test writers and reviewers in concepts of UD. Provide item construct information during review and item writing. Examine each item for UD principles. Examine each item for accommodation use. Field test items with intended populations.

5 Characteristics of VI population Smallest segment of special education population Most affected by print and presentation decisions Majority use regular print Some use large print. Few use braille. Audio is generally used as a supplemental media when large volumes of material are to be read. Some use combination of media

6 Some Alternate Media Considerations Contracts that include alternate media test materials and time to get it done Use of UD process Consider how student will respond Need for notes or script for person giving alternate media edition

7 And… Reproduction of field test items and practice materials in alternate media Item analysis for alternate media items Access to persons with expertise in braille, large print, audio media Use teachers of VI, special staff that produce braille (instructional material center personnel), school for blind staff.

8 Braille Issues More time consuming to read braille Requires tactile training, page orientation and training to interpret graphic material Since vision is compromised, training in concepts is required. (shadows, eclipses, evaporation, relationship of models to real thing).

9 Braille trouble spots Complicated graphics 3-D objects Science experiments Visual recognition items Optical illusions Pictures that require interpretation

10 Braille Specifics Consideration of contracted or uncontracted braille Braille editions require editing for transcription. Proofreading original braille edition BEFORE mass production.

11 Types of braille edits… Braille specifications Simplification or identification of graphic material Movement of text on the page Picture descriptions, as needed

12 Some Issues for Low Vision Readers Slower reading speed Visual scanning/skimming of text Shifting of eye gaze Visually capturing an entire picture Locating text Interpreting pictures Differentiating colors and patterns Filling in bubble sheets

13 Some Tips for Print Readability Start text in top left hand corner or provide a title in that area. Avoid columns. Label charts and graphs. Avoid grey scale and shades of grey. Use 8 1/2 X 11 paper that is non-glossy white or ivory with BLACK print. Proof large print original for clarity, readability, and accuracy.

14 You Can Make It Happen During item writing and review incorporate UD principles. Put the things you learn today and tomorrow on your to do checklist or assign someone to be responsible for access issues.

15 So, if you build it… Students can demonstrate knowledge. Items wont have to be omitted. Everyone gets tested. Teachers will focus on important academic curriculum. Parents will be happy! The Feds will be happy!!

16 To Contact Me Carol B. Allman, Ph.D. 236 Aerie Hill Tallahassee, FL 32312 (850) 893-4086

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