Applying Principles of Universal Design to Test Delivery: The Effect of Computer-based Read-aloud on Test Performance of High School Students with Learning Disabilities

Dolan, R., Hall, T.E., Banerjee, M., Chun, E., & Strangman, N.
Standards-based reform efforts are highly dependent on accurate assessment of all students, including those with disabilities. The accuracy of current large-scale assessments is undermined by construct-irrelevant factors including access barriers, a particular problem for students with disabilities. Testing accommodations such as the read-aloud have led to improvement, but research findings suggest the need for a more flexible, individualized approach to accommodations. The current pilot study applies principles of Universal Design for Learning to the creation of a prototype computer-based test delivery tool that provides students with a flexible, customizable testing environment with the option for read-aloud of test content.
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AIR Informs Episode #6: Meeting the Needs of Students with Disabilities During COVID-19

Remote learning requires adjustment for all students, but students with disabilities face additional challenges during the COVID-19 quarantine. In the latest episode of AIR Informs, Allison Gandhi, managing researcher and director of AIR’s special education practice area, describes some of these obstacles and shares strategies to help students make the most of this time.