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  • Accessibility to NAPLAN assessments for students with disabilities: A 'fair go'

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    78684_1.pdf (606.3Kb)
    Author(s)
    Davies, Michael
    Griffith University Author(s)
    Davies, Michael D.
    Year published
    2012
    Metadata
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    Abstract
    A National Assessment Program for Literacy and Numeracy (NAPLAN) that requires assessment of all students in Years 3, 5, 7, and 9 is now firmly established on the Australian educational landscape. Australian legislation and policies promote inclusive assessments for all; however, in relation to NAPLAN, almost 5% of students, many of whom have disabilities, are either exempt or withdrawn. Those students with disabilities that are assessed are provided only basic testing accommodations under special considerations, and the achievement levels of these students are not accurately benchmarked. Lessons from experiences in the ...
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    A National Assessment Program for Literacy and Numeracy (NAPLAN) that requires assessment of all students in Years 3, 5, 7, and 9 is now firmly established on the Australian educational landscape. Australian legislation and policies promote inclusive assessments for all; however, in relation to NAPLAN, almost 5% of students, many of whom have disabilities, are either exempt or withdrawn. Those students with disabilities that are assessed are provided only basic testing accommodations under special considerations, and the achievement levels of these students are not accurately benchmarked. Lessons from experiences in the United States can assist in the development of a more effective and inclusive assessment regime. A range of strategies, including testing accommodations and modifications, needs to be applied to ensure access to NAPLAN assessment for all students.
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    Journal Title
    Australasian Journal of Special Education
    Volume
    36
    Issue
    1
    DOI
    https://doi.org/10.1017/jse.2012.7
    Copyright Statement
    © 2012 Australian Association of Special Education. The attached file is reproduced here in accordance with the copyright policy of the publisher. Please refer to the journal's website for access to the definitive, published version.
    Subject
    Specialist studies in education
    Special education and disability
    Other Education
    Cognitive and computational psychology
    Publication URI
    http://hdl.handle.net/10072/47982
    Collection
    • Journal articles

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