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Language Assessment for Students with Disabilities
Fri, April 10, 11:45am to 1:15pm PDT (11:45am to 1:15pm PDT), JW Marriott Los Angeles L.A. LIVE, Floor: Ground Floor, Gold 4Session Type: Roundtable Session
Abstract
This roundtable brings together research examining how assessment systems can equitably serve multilingual learners with disabilities. Studies address educator decision-making, policy implementation, item accessibility, and longitudinal outcomes, offering a comprehensive view of how federal and state policy intersect with local practice to shape access and validity. Collectively, these studies reveal persistent gaps and promising innovations for inclusive assessment. Participants will engage in dialogue on how federal and state policies, educator expertise, and test design interact to either reinforce or reduce inequities - offering a holistic view of what an accessible, valid, and fair assessment ecosystem could look like for multilingual learners with disabilities.
Sub Unit
Chair
Papers
Accessibility of Kindergarten English Language Proficiency Assessments for Students with Low Vision: Considerations from Educators - 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
Impact of ESSA on Alternate Assessment Access for English Learners with Significant Cognitive Disabilities - Nami Shin, University of Kansas; Meagan Karvonen, University of Kansas; Melissa L. Gholson, University of Kansas
Proficiency Outcomes of English Leaners with Significant Cognitive Disabilities Before, During, and After the Pandemic - Glenn A. Poole, WIDA; Narék Sahakyan, WIDA
Voices from Educators: Decision-Making on Accommodations for WIDA ACCESS - I-Chun Hsiao, University of Iowa; Anna Rhoad-Drogalis, Wisconsin Center for Education Research; Laurene L. Christensen, Wisconsin Center for Education Research