The development of an enabling and socially just learning environment in schools relates to teaching and learning but of equal significance is the assessment of and for learning. Of particular importance is the provision of equitable assessment opportunities for learners who experience physical, sensory and neurological disabilities or specific learning difficulties. Guidelines for assessment accommodations focuses on assessment adaptations and methods of assessment accommodations for learners who experience reading and writing challenges that prevent them from giving a true reflection of their acquired knowledge and skills in classroom tests and examinations.
Guidelines for assessment accommodations provides a general and useful framework for assessment practices in an inclusive environment. It discusses the support of learners with language and other difficulties and gives specific techniques for adapting assessments to assist learners.
Contents include the following:
Guidelines for assessment accommodations is aimed at all educators facing the challenge of assessing learners with disabilities and learning difficulties fairly and consistently.
Chapter 1 Understanding classroom assessment within an inclusive education framework
Chapter 2 Specific learning and language difficulties in the classroom and assessment accommodations
Chapter 3 Principles, purpose and nature of assessment accommodations
Chapter 4 Identification of barriers to assessment
Chapter 5 Understanding categories of assessment accommodations
Chapter 6 Administrative procedures with regard to assessment accommodations
