English Learners With the Most Significant Cognitive Disabilities: Insights From the Individual Characteristics Questionnaire

• In Event: Inclusion and Accessibility in Educational Assessment SIG (96) Paper Session

Abstract

Only recently has research begun on the characteristics of English learners with the most significant cognitive disabilities. To know the characteristics of this small, but important population of students is important for assessment and accountability. This session will provide information collected by the Individual Characteristics Questionnaire, a tool developed to help create a foundational knowledge base about English learners with the most significant cognitive disabilities in K-12 settings (n=1,578). This session will highlight the importance of knowing which students are being tested and will compare English learners with specific primary disabilities (e.g., autism, intellectual disabilities, multiple disabilities) for further insight. These findings have implications for policy, professional practice, and the future development of alternate English language proficiency assessment.

Authors

• Laurene L. Christensen, Wisconsin Center for Education Research

• James Mitchell, Wisconsin Center for Education Research

• Vitaliy Shyyan, Smarter Balanced Assessment Consortium, UCSC