Secondary special education teachers’ experience with accessibility supports and accommodations before and during COVID-19

American Educational Research Association, American Psychological Association, & National Council on Measurement in Education. (1999). Standards for educational and psychological testing. Washington, DC: Author. Search in Google Scholar

American Educational Research Association, American Psychological Association, & National Council on Measurement in Education. (2014). Standards for educational and psychological testing. Washington, DC: Author. Search in Google Scholar

Lin, P. Y. (2010). Test accommodations in Canadian provincial assessments: Current practices, policies, and research (Technical Report). Toronto, CA: Canadian Test Centre. Retrieved from http://www.canadiantestcentre.com/pdfs/AccommodationsPracticeandResearch.pdf Search in Google Scholar

Lin, P. Y., & Lin, Y. (2015a). Identifying Canadian teacher candidates’ needs for training in the use of inclusive classroom assessment. International Journal of Inclusive Education, 19 (8), 771-786. https://doi.org/10.1080/13603116.2014.970669 10.1080/13603116.2014.970669 Search in Google Scholar

Lin, P. Y., & Lin, Y. C. (2015). Examining bundled packages of accommodations enacted by high school teachers for students with learning disabilities in the general classroom. Journal of Research in Special Education and Assistive Technology, 12, 1-8. Retrieved from http://www.ntcu.edu.tw/spc/aspc/6_ebook/pdf/SE&AT013/001-008.pdf Search in Google Scholar

Bolt, S. E., & Thurlow, M. L. (2004). Five of the most frequently allowed testing accommodations in state policy: Synthesis of research. Remedial and Special Education, 25, 141-152.10.1177/07419325040250030201 Search in Google Scholar

Bolt, S. E., & Thurlow, M. L. (2007). Item-level effects of the read-aloud accommodation for students with reading disabilities. Assessment for Effective Intervention, 33, 15-28.10.1177/15345084070330010301 Search in Google Scholar

Bolt, S. E., & Ysseldyke, J. E. (2006). Comparing DIF across math and reading/language arts tests for students receiving a read-aloud accommodation. Applied Measurement in Education, 19, 329-355.10.1207/s15324818ame1904_6 Search in Google Scholar

Cawthon, S. W., Kaye, A. D., Lockhart, L. L., & Beretvas, S. N. (2012). Effects of linguistic complexity and accommodations on estimates of ability for students with learning disabilities. Journal of School Psychology, in press. https://doi.org/10.1016/j.jsp.2012.01.002 10.1016/j.jsp.2012.01.002 Search in Google Scholar

Christensen, R., & Alexander, C. (2020). Preparing K-12 schools for a pandemic before it occurs. Journal of Technology and Teacher Education, 28(2), 261–272. Retrieved from https://www.learntechlib.org/p/216257 Search in Google Scholar

Christensen, L. L., Braam, M., Scullin, S., & Thurlow, M. L. (2011). 2009 state policies on assessment participation and accommodations for students with disabilities (Synthesis Report 83). Minneapolis, MN: University of Minnesota, National Center on Educational Outcomes. Search in Google Scholar

Christensen, L. L., Lazarus, S. S., Crone, M., & Thurlow, M. L. (2008). 2007 state policies on assessment participation and accommodations for students with disabilities (Synthesis Report 69). Minneapolis, MN: University of Minnesota, National Center on Educational Outcomes. Search in Google Scholar

Cho, J., & Trent, A. (2006). Validity in qualitative research revisited. Qualitative research, 6(3), 319-340.10.1177/1468794106065006 Search in Google Scholar

Cook, L., Eignor, D., Sawaki, Y., Steinberg, J., & Cline, F. (2010). Using factor analysis to investigate accommodations used by students with disabilities on an English-language arts assessment. Applied Measurement in Education. Special Issue: Testing Students with Disabilities, 23, 187-208.10.1080/08957341003673831 Search in Google Scholar

Creswell, J. W., & Miller, D. L. (2000). Determining validity in qualitative inquiry. Theory into Practice, 39, 124–130. http://dx.doi.org/10.1207/s15430421tip3903_2 10.1207/s15430421tip3903_2 Search in Google Scholar

Destefano, L., Shriner, J. G., & Lloyd, C. A. (2001). Teacher decision making in participation of students with disabilities in large-scale assessment. Exceptional Children, 68(1), 7-22. http://dx.doi.org/10.1177/001440290106800101 10.1177/001440290106800101 Search in Google Scholar

Fuchs, L. S., Fuchs, D., & Capizzi, A. M. (2005). Identifying appropriate test accommodations for students with learning disabilities. Focus on Exceptional Children, 37(6), 1-8. http://dx.doi.org/10.17161/foec.v37i6.6812 10.17161/foec.v37i6.6812 Search in Google Scholar

Fuchs, L. S., D. Fuchs, S. B. Eaton, C. Hamlett, E. Binkley, & R. Crouch. (2000). Using objective data sources to enhance teacher judgments about test accommodations. Exceptional Children, 67 (1), 67–81. http://dx.doi.org/10.1177/001440290006700105 10.1177/001440290006700105 Search in Google Scholar

Fuchs, L. S., D. Fuchs, S. B. Eaton, C. L. Hamlett, & K. M. Karns, K. M. (2000). Supplemental teacher judgments of mathematics test accommodations with objective data sources. School Psychology Review 29 (1), 65–85.10.1080/02796015.2000.12085998 Search in Google Scholar

Government of Canada. (2020). COVID-19 and people with disabilities in Canada. Retrieved from https://www.canada.ca/en/public-health/services/diseases/2019-novel-coronavirus-infection/guidance-documents/people-with-disabilities.html Search in Google Scholar

Gregg, N. (2012). Increasing access to learning for the adult basic education learner with learning disabilities: Evidence-based accommodation research. Journal of Learning Disabilities, 45(1), 47–63. https://doi.org/10.1177/0022219411426855 10.1177/0022219411426855 Search in Google Scholar

Guest, G., MacQueen, K. M., & Namey, E. E. (2011). Applied thematic analysis. SAGE publications. Search in Google Scholar

Hartshorne, R., Baumgartner, E., Kaplan-Rakowski, R., Mouza, C., & Ferdig, R. E. (2020). Special issue editorial: Pre-service and inservice professional development during the covid-19 pandemic. Journal of Technology and Teacher Education, 28(2), 137–147. Retrieved from https://www.learntechlib.org/p/216910 Search in Google Scholar

Ketterlin-Geller, L. R., Alonzo, J., Braun-Monegan, J., & Tindal, G. (2007). Recommendations for accommodations: Implications of (In)consistency. Remedial and Special Education, 28, 194-206. http://dx.doi.org/10.1177/07419325070280040101 10.1177/07419325070280040101 Search in Google Scholar

Lewandowski, L. J., Lovett, B. J., Parolin, R., Gordon, M., & Codding, R. S. (2007). Extended time accommodations and the mathematics performance of students with and without ADHD. Journal of Psychoeducational Assessment, 25(1), 17-28.10.1177/0734282906291961 Search in Google Scholar

Lewandowski, L. J., Lovett, B. J., & Rogers, C. L. (2008). Extended time as a testing accommodation for students with reading disabilities: Does a rising tide lift all ships? Journal of Psychoeducational Assessment, 26(4), 315-324.10.1177/0734282908315757 Search in Google Scholar

Lindstrom, J. H., & Gregg, N. (2007). The role of extended time on the SAT® for students with learning disabilities and/or attention-deficit/hyperactivity disorder. Learning Disabilities Research & Practice, 22, 85-95.10.1111/j.1540-5826.2007.00233.x Search in Google Scholar

National Research Council. (2004). Keeping score for all: The effects of inclusion and accommodation policies on large-scale educational assessments. Committee on Participation of English Language Learners and Students with Disabilities in NAEP and Other Large-Scale Assessments. Judith A. Koenig & Lyle F. Bachman, Editors. Board on Testing and Assessment, Center for Education, Division of Behavioral and Social Sciences and Education. Washington, DC: The National Academies Press. Search in Google Scholar

Ontario Ministry for Seniors and Accessibility. (2020). COVID-19 barriers for students with disabilities and recommendations. https://www.ontario.ca/page/covid-19-barriers-students-disabilities-and-recommendations Search in Google Scholar

Onwuegbuzie, A. J., & Leech, N. L. (2007). Validity and qualitative research: An oxymoron?. Quality & Quantity, 41, 233–249. https://doi.org/10.1007/s11135-006-9000-3 10.1007/s11135-006-9000-3 Search in Google Scholar

Philipsen, B., Tondeur, J., Pareja Roblin, N., Vanslambrouck, S., & Zhu, C. (2019). Improving teacher professional development for online and blended learning: A systematic meta-aggregative review. Educational Technology Research and Development, 67(5), 1145–1174. https://doi.org/10.1007/s11423-019-09645-8 10.1007/s11423-019-09645-8 Search in Google Scholar

Sadler, T. D., Friedrichsen, P., Zangori, L., & Ke, L. (2020). Technology-supported professional development for collaborative design of COVID-19 instructional materials. Journal of Technology and Teacher Education, 28(2), 171–177. Retrieved from https://www.learntechlib.org/p/216087 Search in Google Scholar

Thurlow, M. L., Lazarus, S. S., Thompson, S. J., & Morse, A. B. (2005). State policies on assessment participation and accommodations for students with disabilities. The Journal of Special Education, 38, 232-240.10.1177/00224669050380040401 Search in Google Scholar

Thurlow, M., Rogers, C., & Christensen, L. (2010). Science assessments for students with disabilities in school year 2006-2007: What we know about participation, performance, and accommodations (Synthesis Report 77). Minneapolis, MN: University of Minnesota, National Center on Educational Outcomes. Search in Google Scholar

Trust, T., & Whalen, J. (2020). Should teachers be trained in emergency remote teaching? Lessons learned from the COVID-19 pandemic. Journal of Technology and Teacher Education, 28(2), 189–199. Retrieved from https://www.learntechlib.org/p/215995 Search in Google Scholar