Examining the Single and Bundled Accommodations for Gifted Students Writing a Literacy Assessment

• In Event: Marriott Roundtable Session Ten
  In Roundtable Session: Inclusion and Accessibility in Educational Assessment SIG Roundtable (Table 2)

Abstract

To investigate the effectiveness of accommodation practices for gifted students, the present study compared the probability that the Grade 10 accommodated students- if they received extended time, assistive technology, and various bundled accommodations for the provincial literacy assessment in Ontario, Canada- would acquire levels of academic achievement comparable to non-accommodated counterparts without disabilities in three years. A total of 73, 79, and 69 bundled packages were examined in the three-year datasets in the current study. Results show that accommodated gifted students receiving 10 bundles had a significantly higher or lower chance of achieving literacy standards compared to non-accommodated peers. Four bundles produced positive effects, whereas six bundles yielded negative ones in one or more years.

Author

• Pei-Ying Lin, University of Saskatchewan
  Presenting Author