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Experience conducting EGRAs with children who have low-vision or are blind and children who are hard of hearing or deaf

Wed, March 28, 3:00 to 4:30pm, Hilton Reforma, Floor: 1st Floor, Business Center Room 1

Proposal

Historically, students with disabilities have rarely been included in large-scale literacy assessments. Adapting assessments for students who have low vision or are blind or for students who are deaf or hard of hearing is a critical step in the process of ensuring all students receive a quality education. This presentation will focus on the challenges and successes associated with adapting literacy assessments (Early Grade Reading Assessments, or EGRA) for students with disabilities in four diverse populations and country contexts.

The adaptations made to learning assessments represent the first step in better understanding students’ reading abilities. In each country, the process of adaption included learning from government stakeholders, local partners, and disabilities experts.

This presentation will share lessons learned around methods for adapting, piloting and administering EGRA to students with disabilities, including both success and ongoing challenges. It will highlight the undocumented regional sign language variations in one country as a key challenge in adapting reading assessment for sign language users there.

Finally, the presentation will discuss the impacts that these assessments’ results have had on government stakeholders’ priorities and decisions around materials provision and teacher training designed specifically for students with disabilities.

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