Accessibility of Kindergarten English Language Proficiency Assessments for Students with Low Vision: Considerations from Educators

• In Event: AERA Roundtable Session Friday 11:45 am - Gold 4
  In Roundtable Session: Language Assessment for Students with Disabilities

Abstract

This article describes recommendations from teachers of the visually impaired (TVIs) and other experts in the field on assessing the English language proficiency skills of multilingual learners with low vision. Ten educators participated in zoom interviews focused on understanding the accessibility of items and images for kindergarten multilingual students with low vision. Several considerations related to graphics and item content were taken from these interviews. Educators also provided suggestions for a supplemental test administrator script that would include picture descriptions for images and additional prompts to better support students as they demonstrate their language skills.

Authors

• Anna Rhoad-Drogalis, Wisconsin Center for Education Research

• Laurene L. Christensen, Wisconsin Center for Education Research

• Kristen Burton, University of Wisconsin - Madison

• Melinda Rossi, University of Colorado - Denver