English AccessEnglish Access Forum: Forum:

High Stakes Testing,High Stakes Testing,

Reading/Writing Accommodations,Reading/Writing Accommodations,

Implications Implications forfor

Programs and ServicesPrograms and Services

Katherine J. BruniOutreach Specialist, State Outreach and Technical  Assistance Center, PEPNet/PECEnglish Instructor to Students who are Deaf and Hard of Hearing Georgia Perimeter College Center for Disability Services

770-928-6785 v/tdd satellite office404-406-8194 cell

FAX 770-928-9929kjbruni@aol.com

Guest ExpertsGuest Experts• Dr. Noel GreggDr. Noel GreggRegents Center for Learning DisordersRegents Center for Learning DisordersUniversity of GeorgiaUniversity of Georgia

• Jo Anne Simon, Esq.Jo Anne Simon, Esq.Law Offices of Jo Anne SimonLaw Offices of Jo Anne SimonBrooklyn, NY Brooklyn, NY

• Dr. Alton BrantDr. Alton BrantAssociate Professor of ASLAssociate Professor of ASLClemson UniversityClemson University

Clip 1Clip 1

Guest ExpertsGuest Experts• Dr. Noel GreggDr. Noel GreggRegents Center for Learning DisordersRegents Center for Learning DisordersUniversity of GeorgiaUniversity of Georgia

• Jo Anne Simon, Esq.Jo Anne Simon, Esq.Law Offices of Jo Anne SimonLaw Offices of Jo Anne SimonBrooklyn, NY Brooklyn, NY

• Dr. Alton BrantDr. Alton BrantAssociate Professor of ASLAssociate Professor of ASLClemson UniversityClemson University

… ObjectivesObjectives …

Participants will…•Gain information to help consider an appropriate range of accommodations for testing.•Learn about legal perspectives and accommodations for hearing students with disabilities that may challenge current practices.

Why HaveWhy Haveanan

English AccessEnglish Access Forum? Forum?

English AccessEnglish Access

Categories:Categories:

The High School graduation testThe High School graduation test

Board of Regents ExamBoard of Regents Exam

Developmental Studies Exit Developmental Studies Exit ExamExam

Entrance requirements for Entrance requirements for Technical Colleges Technical Colleges

Teacher Praxis Exam Teacher Praxis Exam

Graduate School Entrance Graduate School Entrance ExamsExams  

Vocational Rehabilitation Vocational Rehabilitation CRC ExamCRC Exam

Teacher Training programs’ Teacher Training programs’ standards and student teaching standards and student teaching

General TestingGeneral Testing

Discussing/Dissecting the Pink Elephant

GOALGOAL of the of the

English AccessEnglish Access Forum: Forum:

To Begin a Dialogue about To Begin a Dialogue about English AccessEnglish Access for People who for People who are Deaf and Hard of Hearing.are Deaf and Hard of Hearing.

Georgia Representatives(Policy Makers and those in positions to influence policy)

Students – (graduate students)Deaf Consumers – State Chapter NADSuperintendent of State Schools, Dept. of Ed. (K-12)State Consultant Public Schools, Deaf and Hard of

Hearing, Division of Exceptional Students, Dept. of Ed.Postsecondary Disability Services Offices 2 yr, 4 yr, and Technical Colleges (counselors and administrators)Dept. of Technical Adult Education (DTAE), Director of Student Services

Superintendents of GSD and AASD (Atlanta Area School for the Deaf) (and invited

staff, faculty, Deans, Director of Instruction, etc.)Parents – (postsecondary)State ADA OfficeAdvocacy Agencies GA Council for the Hearing ImpairedState Testing CoordinatorState Coordinator for the Deaf, Vocational Rehabilitation

A Framework A Framework for for

Discussion:Discussion:

Principles Principles

andand QuestionsQuestions

1. One size does not fit all.

2. English Access (print):

a. Access to information

b. Testing

3. Testing: What do you want to measure ?

Instruction vs. Access

What does English AccessEnglish Access

mean?

• What is literacy?

• What is the definition of “illiterate” and might it have a different definition for people who are Deaf and Hard of Hearing?

• What accommodations are currently being provided to people who are

blind and to hearing people with learning disabilities related to reading and writing?

• What are the various legal perspectives related to English Access?

• What does “otherwise qualified” mean in an academic setting?

• What does language disability mean for an adult who is Deaf or Hard of

Hearing?

• What research questions do we need answered?

• What are the accommodations that might be considered for printed

material? When might these accommodations be appropriate and for whom?

Expert Comments Expert Comments

&&

Forum DiscussionForum Discussion

Access to: Print – and also to: Knowledge/Information

Language Power

Instructional Instructional AccessAccess – Children– Children

www.aasdweb.com/CATS

Dr. HARLEY HAMILTONDr. HARLEY HAMILTON

Atlanta Area School for the Deaf           Center for Accessible Technology in Sign           

                                                                                                                                                                                                         

What is What is Reading & Writing ?Reading & Writing ?What is literacy ?What is literacy ?

Clip 2Clip 2

What is What is Reading & Writing ?Reading & Writing ?What is literacy ?What is literacy ?

Legal PerspectivesLegal Perspectives

Looking Looking to to

Other DisabilitiesOther Disabilities

Clip 3Clip 3

Clip 4Clip 4

Clip 5Clip 5

Clip 6Clip 6

Looking Looking to to

Other DisabilitiesOther Disabilities

ChallengesChallenges

Clip 11Clip 11

ChallengesChallenges

TestingTesting

Clip 7Clip 7

Clip 9Clip 9

Clip 10Clip 10

TestingTesting

StrategiesStrategies and and

Needed ResearchNeeded Research

Clip 8Clip 8

StrategiesStrategies and and

Needed ResearchNeeded Research

RecommendationsRecommendations

Clip 12Clip 12

RecommendationsRecommendations

A Summary from the Forum and A Summary from the Forum and Implications for Future ActionImplications for Future Action

1. English Access needs to be considered when making decisions about instruction.

2. We need to: - challenge and investigate our beliefs,

fundamental assumptions/understandings, and decision making regarding policies and accommodations.

- expand traditional notions of literacy and consider a new paradigm or framework.

3. We need to look to other disabilities and the accommodations that they are requesting and receiving for print.

4. We need to educate ourselves as well as others.

Dispelling our FearsDispelling our Fears Understanding Understanding

English AccessEnglish Access – –

- to help people meet their human potential

- to maximize individual potential

… Thank You …

ReviewReview

• Legally we don’t have good answers.

• What do we do if an accommodation does not exist ? ---

• What are we really testing ? How are we doing the testing ?

• We need to expand our traditional notions of literacy.

• We need to consider a new paradigm or framework that might be helpful.

• What is reading ? What is writing ?

• Issues of equity and perceptions must be considered.

• We need more research on accommodations with regard to literacy.

• Extended time and “read alouds” are the most used accommodations.

• Alternative media is the way of the future. Reading = alternative media.

• Tutoring – is it a reasonable accommodation or an auxiliary aid or service ?

• We need to look to other disabilities. What are their accommodations ?

• We are in an era of High Stakes Testing, and “Item Response Theory”.

• More and more readers are being granted for students with learning disabilities (print).

• Dissecting the elephant: Education of children who are Deaf and Hard of Hearing

Access to: Print – and also to: Knowledge/Information Language Power

• Instructional Access – children

• Providing access through technology

• Guidelines for requesting testing accommodation

• Lack of $$ = problem

• People who are Deaf and Hard of Hearing are not requesting accommodations for print.

• We must educate others and ourselves.

• Challenging our fundamental assumptions and understandings

• Accommodations to demonstrate abilities and knowledge – not because of “second language” issues

• Accommodations vs. modifications

• Standards and testing

• Challenging our decision making re: policies and accommodations

• Investigating our beliefs

• Standardizing interpreted versions of tests through video and DVD

• Editing as an accommodation