Ysseldyke J, Thurlow M, Bielinski J, House A, Moody M, Haigh J
College of Education and Human Development, University of Minnesota, Minneapolis 55455, USA.
J Learn Disabil. 2001 May-Jun;34(3):212-20. doi: 10.1177/002221940103400302.
We investigated the kinds of instructional and assessment accommodations students with disabilities receive, and the extent to which instructional accommodations match assessment accommodations. Most students who had IEPs in specific content areas received instructional accommodations in those areas, and there were no differences by disability type. We provide data on the specific types of accommodations used. Overall, students' assessment accommodations matched their instructional accommodations, though many students received testing accommodations that had not been received in instruction. Implications are discussed for IEP teams who make decisions about instructional and assessment accommodations.
我们调查了残疾学生所接受的教学和评估便利措施的种类，以及教学便利措施与评估便利措施的匹配程度。大多数在特定内容领域有个别化教育计划（IEP）的学生在这些领域接受了教学便利措施，并且不同残疾类型之间没有差异。我们提供了所使用的具体便利措施类型的数据。总体而言，学生的评估便利措施与他们的教学便利措施相匹配，尽管许多学生在测试中接受了在教学中未获得的便利措施。文中还讨论了对制定教学和评估便利措施决策的个别化教育计划团队的启示。
