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CONTENTS

Section 1:
Introduction

Section 2:
Strategies

Section 3:
The Law

Section 4:
Rights and Responsibilities

Section 5: Code
of Practice

Section 6:
Who can Assist?

Appendix A:
Examples

Appendix B: Appropriate
Language and Behaviour

Appendix C:
Fact Sheets

Bibliography

References

Tasmanian Organisations

Acknowledge-
ments

 

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Suggested general guidelines

Students with a disability want to learn and to have their competencies judged in the same way as other students. Assessors should develop valid assessment procedures that accommodate the disability by procedural modifications, not by relaxing standards.

What is meant by the term `assessment adjustment’?

For the purposes of these guidelines, assessment adjustment refers to the process of making alterations to the standard form of assessment whether it be examinations, assignment/report based, competency based or any other type of assessment.

Why are adjustments made?

Adjustments are made to assessment procedures to minimise the impact of the student’s disability upon assessment performance.

Adjustments to assessment procedures are not ...

made in order to give students with disabilities any additional advantage. The same academic/ inherent knowledge and skill requirements should be applied to all students whether or not they have a disability.

Determining Appropriate Strategies

Consideration of the following factors will assist you in the process of selecting which assessment adjustment strategies will best meet the need of the individual student.

1. The nature and onset of disability

  • the effects of disability are unique to the individual concerned and appropriate strategies can, therefore, only be made on an individual basis.
  • an individual student’s adaptation to disability and skill at using alternative strategies will vary according to whether the impairment is long-standing, recently acquired, fluctuating, intermittent or temporary.
    •

For example, a student who has had a disability since birth is likely to be more adept at identifying and using alternative strategies than students who have recently acquired a disability or students who are continually adjusting to changing conditions (eg. some forms of arthritis).

2. The type of assessment to be undertaken

  • The alternative assessment strategies a student will require may vary from one type of assessment to another.
    •

For example, a student with cerebral palsy who manages well in a multiple choice examination, might require additional time for an essay type examination because of the amount of writing required.

3. The nature of the course/training/subject

  • Students with similar types of disabilities who are studying or undertaking different courses or training may have very different requirements.

For example, a student with a learning disability who is undertaking a practically oriented course with task-driven assessment, will have different needs to a student who is undertaking a course requiring high levels of reading and writing.

4. The student’s usual work methods

  • Specific equipment (eg personal computer) or assistance (eg. Interpreter) used by the student during the semester may also need to be available to the student during assessment.
  • Also, students with similar types of disabilities may use different strategies.

For example, one student with a vision impairment may work best with brailled materials, while another student with a similar level of vision impairment may work best with audio-taped materials.

5. The specific type of alternative assessment

  • Some adjustments made to assessment practices cannot be used in isolation from other provisions.
    •

For example, a student using assistive technology during an examination will not perform at capacity without additional time in which to operate the assistive technology.

Consultation With The Student

Information relating to the nature and onset of disability and the student’s usual work methods can only be ascertained from the student and should be done so with their consent and in ways that respect the student’s dignity and privacy. To ensure that the adjustments to be made to the assessment practice will be effective in meeting the individual’s needs, it is crucial that the student be actively involved in the decision-making process. Liaison with Disability Support Staff or the Student Support Unit within your organisation is recommended.

 GUIDING PRINCIPLES

Alternative assessment strategies should always:

> be negotiated by the student and staff

> consider the individual student’s needs

> maintain the integrity of standards

> be applied flexibly

 

Source: Rodgers, Nancy and Jordan, Martina "Alternative Assessment for Students With Disabilities" Griffith University, Queensland. 1993

 

Possible Options For Inclusive Assessment Strategies

For meeting the needs of the student who ...

 

 Strategies to consider ...
ð experiences impaired concentration due to fatigue or pain
  • additional time
  • rest breaks
  • split sessions, on same or successive days, to prevent student from working for extended periods
  • separate assessment venue - if distracted by other students’ movement or noise

 
ð has a lower endurance for writing and/or reduced writing speed (eg. due to a physical disability, overuse injury or medical condition)
  • Scribe
  • oral to examiner
  • oral to audiotape or dictaphone
  • rest breaks
  • additional time
  • personal computer (if using a keyboard is preferable to writing)
  • personal computer and word processing software
  • (consider use of appropriate software or hardware, eg, spelling checkers, if key accuracy is affected due to lack of co-ordination)
    •

 
ð is unable to maintain writing posture during the period of the assessment (eg. due to back pain, overuse injury or a medical condition)
  • Scribe
  • oral to examiner
  • oral to audiotape or dictaphone
  • rest breaks allowing student to stand, stretch and move around
  • personal computer (if posture is preferable to a handwriting posture)
    •

 
ð is unable to access information delivered orally (eg. examination instructions or when clarifying examination questions)
  • Interpreter (if student uses sign language)
  • facing the student and speaking clearly (if student lip reads)
  • producing all instructions in writing
  • FM hearing system or induction loop
    •

 

ð experiences English difficulties because it is a second language or because of restricted auditory input of English (where deafness occurred prior to early language development)

 
  • additional time
  • dictionary, thesaurus
  • personal computer with spelling and grammar checkers, dictionaries and thesauruses
    •
ð has difficulty expressing own knowledge in a written form; particular difficulty with spelling and/or grammar

(eg. for a student who has a learning disability which impacts on this area)

  • additional time
  • Scribe
  • oral answers to the examiner
  • oral answers to audiotape or dictaphone
  • personal computer with spelling and grammar checkers, dictionaries, thesauruses
  • special equipment (ie. Spell Master)
  • multiple choice and short answer questions in preference to long answer questions
  • graphic instead of written presentation of material
  • use of demonstrations
    •

 

ð has functional difficulty with numbers and numerical concepts

 
  • use of calculator
ð has difficulty accessing information which is in a written/print form (eg. for a student who has a learning disability which impacts on this area)
  • Reader
  • oral by examiner
  • audiotaped questions
  • personal computer with voice synthesiser
  • additional time
    •

 
ðdue to a physical disability, experiences involuntary head movements interfering with ability to read standard sized print
  • large print
  • Reader
  • audiotaped questions
  • use of a personal computer with a voice synthesiser
  • personal computer with large print at the screen
  • additional time
  • closed-circuit television to magnify print
    •

 

ð is unable to manipulate immediate environment (eg. turn pages, insert computer disks)

 
  • Personal Assistant
  • additional time
    •
ð experiences extreme examination-related stress (eg. due to the effects of a psychiatric condition)
  • additional time
  • rest breaks with provision to walk around, possibly outside the examination venue
  • flexible time arrangements
  • separate examination venue
  • take-home examinations
  • alternative assessable task (eg, assignment)
    •

 
ð is unable to communicate orally (eg, due to a speech impairment)
  • Interpreter (if student can use sign language)
  • personal computer with voice synthesiser
  • Reader (of student’s work)
    •

 

ð has reduced speech speed or stuttering or speech which is hard to understand

 
  • additional time
  • written reports/presentations
  • graphic presentations
    •
ð is unable to read examination questions in standard print (eg. due to a vision impairment)
  • Braille examination papers (with tactile diagrams, maps)
  • personal computer with voice synthesiser
  • Reader
  • oral examination with examiner
  • audiotaped questions
  • large print
  • personal computer with large print
  • additional time
    •

 
ð is unable to see own handwriting when answering questions
  • personal computer with voice synthesiser
  • personal computer with large print
  • closed-circuit television (which enlarges print)
  • special writing implements (eg. artline pens)
  • heavy lined paper
  • oral to examiner
  • oral to audiotape or dictaphone
  • Scribe
    •

 

Source: Rodgers, Nancy and Jordan, Martina "Alternative Assessment for Students With Disabilities" Griffith University, Queensland. 1993

  

Sources of Further Information

Useful References

Jordan M. & Rodgers N. "Alternative Assessment for students with disabilities" Griffith University

WA Dept of Training "A Guide to Alternative Assessment for Students with Disability Services Unit Disabilities in TAFE"

Student Equity Unit "Alternative Assessment Strategies For Students With University of Tasmania Disabilities" November 1997

Study Skills Centre "Managing Oral Examinations for Students with Disabilities

Australian National University - a guide for staff and students"

UNIABILITY "Students with Disabilities in Higher Education: Produced by the University A Resource Guide for Staff of South Australia

Student Services "We just learn differently! A Guide for Academic Staff

Mike Spurr (Principal Author) when Teaching Students with Learning Disability" University of Tasmania 1998

National Staff Development "ResponseAbility - Students with Disabilities: Skilling Staff Committee in Vocational Education, Training and Employment Sectors" ©TNSDC 1994

Hodge B. & Preston-Sabin J."Accommodations-Or Just Good Teaching? Strategies for Teaching College Students with Disabilities" Praeger Publishers, Connecticut 1997

O’Connor, B. et al. "Students with Disabilities: Code of Practice for Australian Commonwealth of Tertiary Institutions" Australia, 1998

 

Introduction | Strategies for Inclusive Practice | What The Law Says | Legislative Requirements | Rights and Responsibilities | Code of Practice | Who Can Assist? | Examples of Inclusive Practice | Appropriate Language and Behaviour | Index to Fact Sheet Series | Bibliography | Recommended References | Tasmanian Organisations | Acknowledgements