1. Session 2 Part two

2. Activity Using notes from classes one and two, write five multiple choice questions and two short essay You can work with a partner or do it your self Take 30 minutes

3. Questions We will work with these later We may adapt them

4. Suits Groups Identify a list some ways schools are diverse?

5. Student population The schools in the United States have become so diverse It is much more than race and culture As you can see from your list, schools need to meet the needs of many different types of learners Schools in the US deal with students that have as many as 50 different dialects

6. Law As you know, the federal government has required schools to meet standard in school and almost all children are required to be tested. In PA the expectation is very high To do this we need to be able to assess the variety of learners we have accurately

7. LAW Sect 504 of the rehabilitation act, IDEA NCLB ADA all require that students have access to what others do Some insist that they cannot be denied

8. LAW NCLB and IDEA 2004 goes a step further, it actually disaggregates the school into sub groups and evaluates their progress as a group

9. Activity  Briefly describe the goal of assessment? And what is the goal when assessing students with diverse needs?

10. Goals  So if you have diverse students, You need to find out what they have learned  At times you want to do it and maintain the validity of the tests  Often, changes have to be made, sometime these changes could benefit everyone. When they do, we call them Universal Design Principles

11. UDL principles  Universal Design for learning- an offshoot of an ADA concept to provide services designed to allow disabled students to access the curriculum but also help everyone.  Think of curb cuts- they allow wheel chairs to move onto a sidewalk, but also help anyone with a stroller

12. UDL  Many of these concepts can be applied to instruction as well.  Products and services developed under the concept of universal designed may be used:  By the people with the widest possible range of functional capabilities  With or without assistive technology  When developing and administering students assessments  To maximize access to the general education Curriculum

13. UDL UDL allows the broadest amount of learners to access the curriculum NIMAS- National Instructional Materials Access Center ( s ?) – Provides e-books or digital versions of textbooks Required by IDEA 04

14. Modification  Two major types of modifications  Accommodation  Adaptation

15. Accommodation  Accommodations are services or supports used to enable a student to fully access the subject matter and instruction. An accommodation does not alter the content or expectations; instead it is an adjustment to instructional methods. Accommodations should be specified in a student’s IEP. Examples include books on tape, content enhancements, and allowing additional time to take a test.

16. Adaptation  Adaptation involves an adjustment to the instructional content or performance expectations of students with disabilities from what is expected or taught to students in general education. Adaptations are usually included as part of a student’s IEP. Adaptations can include decreasing the number of exercises the student is expected to complete, assignment of different reading materials, or use of a calculator instead of working out problems by hand.

17. Activity Label the following as Adaptations or Accommodations  Rather than read a book and write a report, the student saw a movie and wrote a report  A child read a Braille book instead of a the regular text  The child had a scribe to write is extended responses

18. Seven principles of Universal Design 1- Equitable Use 2-Flexibility in Use 3-Simple and Intuitive Use 4- Perceptible Information 5- Tolerance for Error 6. Low Physical Effort 7. Size and Space for Approach and Use

19. Seven principles of Universal Design PRINCIPLE ONE: Equitable Use – The design is useful and marketable to people with diverse abilities. Guidelines:1a. Provide the same means of use for all users: identical whenever possible; equivalent when not.1b. Avoid segregating or stigmatizing any users.1c. Provisions for privacy, security, and safety should be equally available to all users.1d. Make the design appealing to all users.

20. Seven principles of Universal Design PRINCIPLE TWO: Flexibility in Use – The design accommodates a wide range of individual preferences and abilities. Guidelines:2a. Provide choice in methods of use. 2b. Accommodate right- or left-handed access and use. 2c. Facilitate the user's accuracy and precision. 2d. Provide adaptability to the user's pace

21. Seven principles of Universal Design PRINCIPLE THREE: Simple and Intuitive Use – Use of the design is easy to understand, regardless of the user's experience, knowledge, language skills, or current concentration level. Guidelines:3a. Eliminate unnecessary complexity. 3b. Be consistent with user expectations and intuition. 3c. Accommodate a wide range of literacy and language skills. 3d. Arrange information consistent with its importance. 3e. Provide effective prompting and feedback during and after task completion.

22. Seven principles of Universal Design PRINCIPLE FOUR: Perceptible Information The design communicates necessary information effectively to the user, regardless of ambient conditions or the user's sensory abilities. – Guidelines:4a. Use different modes (pictorial, verbal, tactile) for redundant presentation of essential information.4b. Provide adequate contrast between essential information and its surroundings.4c. Maximize "legibility" of essential information.4d. Differentiate elements in ways that can be described (i.e., make it easy to give instructions or directions).4e. Provide compatibility with a variety of techniques or devices used by people with sensory limitations

23. Seven principles of Universal Design PRINCIPLE FIVE: Tolerance for Error – The design minimizes hazards and the adverse consequences of accidental or unintended actions. Guidelines:5a. Arrange elements to minimize hazards and errors: most used elements, most accessible; hazardous elements eliminated, isolated, or shielded.5b. Provide warnings of hazards and errors.5c. Provide fail safe features.5d. Discourage unconscious action in tasks that require vigilance.

24. Seven principles of Universal Design PRINCIPLE SIX: Low Physical Effort – The design can be used efficiently and comfortably and with a minimum of fatigue. Guidelines:6a. Allow user to maintain a neutral body position. 6b. Use reasonable operating forces. 6c. Minimize repetitive actions. 6d. Minimize sustained physical effort.

25. Seven principles of Universal Design PRINCIPLE SEVEN: Size and Space for Approach and Use – Appropriate size and space is provided for approach, reach, manipulation, and use regardless of user's body size, posture, or mobility. Guidelines:7a. Provide a clear line of sight to important elements for any seated or standing user.7b. Make reach to all components comfortable for any seated or standing user.7c. Accommodate variations in hand and grip size.7d. Provide adequate space for the use of assistive devices or personal assistance

26. UD applied to Test Development Inclusive assessment population Precisely defined constructs Accessible, non biased items Amenable to accommodations Simple, clear and intuitive instructions and procedures Maximum readability and comprehensibility Maximum Legibility

27. Factors to Consider The ability to understand the test stimuli – The purpose of the test is to determine what knowledge the students has about the subject – Not to test how well they read – If a child can’t read English, translate it, if they cannot read dictate – If they cannot write script it

28. Factors to Consider The ability to respond test stimuli – Some test require the person taking the test to respond in ways they are not able – Example- IQ test require movement of blocks if you cannot use our hands, you cannot take that subtest – Some people have such deliberate and slow movement that the time limits make it impossible for the,

29. Factors to Consider Although it is ethical and necessary to make accommodation such as those mentioned, it changes the norm group. You have to be careful in how you compare a person who had extra time and scored the same as the 88 th percentile on a test. Accommodation require special interpretation

30. Factors to Consider Out of level testing- this is often done for very low or very high functioning students. However, like comparing norms, you cannot use norms to interpret the scores. – We have no idea how certain grades would perform, Out of level test are good at identifying academic strengths and weaknesses, but not for norm comparison

31. Factors to Consider Opportunity to learn- – A test is not fair if a child did not have an opportunity to learn the material Students absent Students with sensory issues that could not get material Students in special education

32. Factors to Consider Environmental factors – You should consider where the child will perform best, can the child access the room with their handicapped An environment that they are use to An environment that is quiet comfortable

33. Factors to Consider Cultural – different cultures, different expectations – Different cultures, different exposure to different items – Immigrant students, male female – Addressing adults – Attitudes toward schools

34. Linguistic considerations Bilingual students – Just because a bilingual students has the ability to converse socially, it does not mean they have the language skills to take a test – Testing language is more subtle and has different nuances when used in a question format

35. Linguistic considerations Bilingual students Are usually stronger in one language than another- not equally strong in both Sometimes children learn neither language well and mix words between the languages Because they have not mastered the language, they encounter difficulties when testing- – Sometimes they are better equipped to read the question in one language and answer in another.

36. Linguistic considerations Bilingual students – ELL students usually require social and interpersonal language skill sin two years, but take 5 or six years to to develop language sufficient for cognitive and academic proficiency – There are three factors that affect the time it takes for a child to attain language skills Age Immersion in English Similarity to English

37. Linguistic considerations Bilingual students Age – Young children learn better, at the age of 12 to 14 it becomes more difficult Immersion in English – The more situation in which language is spoken the quicker the child learns the language – If spoken at school and home it is attained quicker Similarity to English – If the phonology is the same it helps – If the language does not use a lot of accents and such it helps – If the grammar and syntax is similar it helps

38. Types of test Accommodations An accommodation is a change in testing materials or procedures that enables students to participate in in assessments so that their abilities with respect to what is intended to be measured can be more accurately measured

39. Activity In your groups, develop a list of accommodation for the following types of diversity so you can assess a child accurately

40. Types of test Accommodations Presentation

41. Types of test Accommodations Response

42. Types of test Accommodations Setting

43. Types of test Accommodations Time scheduling

44. Types of test Accommodations English Language

45. Types of test Accommodations Native Language

46. Types of test Accommodations Other