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Rethinking Ability and Assessment â From Accommodation to Affirmation
Wed, April 8, 9:45 to 11:15am PDT (9:45 to 11:15am PDT), InterContinental Los Angeles Downtown, Floor: 5th Floor, K-TownSession Type: Paper Session
Abstract
This session reimagines assessment through disability- and neurodiversity-affirming lenses, challenging deficit-based approaches and expanding notions of evidence and validity. Papers span Kâ12 and higher education, exploring second-language development among Deaf and Hard of Hearing learners, family-educator perspectives on communication for multilingual students with cognitive disabilities, the effects of bundled accommodations on literacy outcomes, and higher-education research amplifying neurodivergent student voices and creativity. Across diverse contexts, presenters argue for assessment systems that capture authentic learning rather than compliance with normative benchmarks. Together, they illustrate emerging frameworks that affirm difference as a source of insight and innovation.
Sub Unit
Papers
Alternative Assessment Evidence: Second Language Development of Deaf and Hard of Hearing Students - Myeongeun Son, Seoul National University of Science and Technology; Jongwoo Lee, Texas Tech University
Communication and Language in Multilinguals with Cognitive Disabilities: A Study with Immigrant Mothers and Educators - Delis Cuellar, University of Wisconsin - Madison; Laurene L. Christensen, Wisconsin Center for Education Research
Neurodiversity-Affirming Engineering Creativity Assessment: Validating ECAT and Linking ADHD Traits to Creative Productivity - Zeynep Gonca Akdemir, University of Connecticut; Arash Zaghi, University of Connecticut
Rethinking Access to Introductory Chemistry in Higher Education: Elevating Neurodivergent Voices - Leslie Ann Rogers, Montana State University; Jennifer DuBois, Montana State University; Jacqueline Frank, Montana State University; Mosey Hardin, Montana State University; Yu Jiang, Montana State University; Meredith Knowles, Montana State University; Nadezhda Modyanova, Montana State University; Victoria Ng, Montana State University; Marcie Reuer, Montana State University; Molly Schmitt, Montana State University
Strand-level Impacts of Bundled Accommodations on Literacy Outcomes for Secondary Students with Mild Intellectual Disabilities - Pei-Ying Lin, University of Saskatchewan