Assistance Required: Using Assistive Technology to Access State Assessments

• In Event: Designing Inclusive Assessments From Foundations to Interpretation

Abstract

Assistive technology (AT) plays a crucial role in enabling students with disabilities to access statewide assessments, a necessity underscored by federal requirements. Many state education agencies (SEAs) encounter significant challenges in ensuring effective AT integration in assessment systems. Using data from a survey of SEAs and insights from a national forum, this paper identifies barriers to AT accessibility in statewide assessments, including inadequate training, lack of interoperability between AT and assessment platforms, and insufficient technological investments. Results highlight a critical need for enhanced professional development, improved interoperability standards, and ongoing investment in AT technologies. The findings aim to inform policymakers, technical assistance centers, and education agencies on strategies to enhance AT use, ultimately ensuring more accurate and inclusive assessment systems.

Authors

• Virginia A. Ressa, University of Minnesota

• Sheryl S. Lazarus, University of Minnesota

• Andrew R. Hinkle, National Center on Educational Outcomes