Increasing test accessibility to students with disabilities

• In Event: 1523 - Practice Symposium Roundtables
  In Informal Discussion Roundtable: Table 1: Using Sociology in Advocacy Work

Abstract

Challenge: Multiple social changes converged to suggest the need to increase accessibility of standardized assessments for individuals with disabilities. Social forces included changing demographics, emerging social movements, medical advances, legal protections and new technologies. These social changes necessitated wide-spread policy, technological and process changes to existing standardized tests. Approach: Addressing these changes involved bringing a social justice perspective and understanding of social movements into a testing agency, building upon values and norms within the corporate culture embracing fairness and expanding access to opportunities. This case study illustrates using sociological knowledge to 1)gather valid data to influence decision-making regarding policies and practices; 2) communicate appropriate messages to stakeholders to increase support for widespread changes; 3) maintain support for changes by pointing to supportive values, norms and best measurement practices articulated in the ETS Standards for Quality and Fairness;and 4) create structures within the testing agency to enable staff to learn how to implement necessary changes.

Author

• Barbara Kirsh, ETS