Mots-clés
dyslexia
language testing
EFL
Comment citer
Résumé
There are two main challenges with inclusive testing of EFL students with dyslexia. First, application of inclusion may, paradoxically, involve exclusion of SEN students. Second, there is evidence for inconsistent policies relating to internal and external testing practices. The present paper reports on the application of inclusive design principles to the language testing of EFL students with dyslexia. Specific cognitive demands characteristic of dyslexia are mapped against both the types of accommodations made for SEN students and the principles of inclusive design. The results show a high degree of applicability of inclusive design principles in testing EFL students with dyslexia. Specifically, the data point to a strong alignment between presentation and response accommodations and five areas of weaknesses in dyslexia. The review concludes with a discussion on the benefits and limitations of inclusive testing in dyslexia. It is hoped that this study will advise testing boards, EFL teachers, as well as education and assessment services on the application of inclusive practices to testing EFL dyslexic learners.
Références
Adams M., Bell L. A. (2016), Teaching for Diversity and Social Justice. New York: Routledge, Taylor & Francis.
ADE. Arkansas Department of Education (2005), Guidelines for Assessment Accommodations For Students with Disabilities. Special Education Unit Arkansas Department of Education & Academic Standards and Assessment Unit. Available from: https://arksped.k12.ar.us/documents/specialprojects/Guidelines%20for%20Assessment%20Accommodations.pdf [Accessed 1st May 2019].
Arton M. (1998), The professionalisation of mental nursing in Great Britain, 1850-1 950.A Dissertation Submitted for the Degree of Doctor of Philosophy. University College London. Available from: http://discovery.ucl.ac.uk/1317913/ [Accessed 28th March 2019].
Baglieri S., Shapiro A. (2012), Disability Studies and the Inclusive Classroom: Critical Practices for Creating Least Restrictive Attitudes. New York: Routledge.
Bhattacharyya S., Clark M., J., H. (2013), Can You Hear Us? Voices Raised against Standardized Testing by Novice Teachers. „Creative Education”, No 4(10), pp. 633–639.
Bui X., Quirk C., Almazan S., Valent M. (2010), Inclusive Education Research & Practice. Inclusion works! Maryland Coalition for Inclusive Education, pp. 1–14. Available from: http://www.mcie.org/site/usermedia/application/11/inclusion-works-(2010).pdf [Accessed 25th March 2019].
Clarkson J., Coleman R., Hosking I., Waller S. (2007), Inclusive design toolkit. Cambridge: Engineering Design Centre.
Darrow A. (2007), Adaptations in the Classroom: Accommodations and modifications: Part I. „General Music Today”, No 20(3), pp. 32–34.
Dijkers M. (2015), What is a Scoping Review?. „KT Update”, No 4(1), pp. 1–5.
Dolan R. P., Hall T. E., Banerjee M., Chun E., Strangman N. (2005), Applying principles of universal design to test delivery: The effect of computer-based read-aloud on test performance of high school students with learning disabilities. „Journal of Technology, Learning, and Assessment”, No 3 (7), pp. 4–31. Available from: http://www.jtla.org https://ejournals.bc.edu/index.php/jtla/article/view/1660/1496 [Accessed 20th April 2019].
Dolezalek H., Sayre R. (2009), Standardized testing in schools. Edina, Minn: ABDO Pub. Co.
EEAS European External Action Service (2018), The European Union at the United Nations, fact sheet. Available from: https://eeas.europa.eu/headquarters/headquarters-homepage/9875/european-union-united-nations_en [Accessed 2nd May 2019].
EDF. European Disability Forum. (2019), Design for all. Available from: http:// www.edf-feph.org/design-all [Accessed 6th May 2016].
EIDD Design for All Europe (2004), Stockholm Declaration. Adopted on 9 May 2004, at the Annual General Meeting of the European Institute for Design and Disability in Stockholm. Design for All Europe. Retrieved from http://dfaeurope.eu/what-is-dfa/dfa-documents/the-eidd-stockholm-declaration-2004/
European Commission. (2017), The European Pillar of Social Rights in 20 principles. Available from: https://ec.europa.eu/commission/priorities/deeper-and-fairer-economic-and-monetary-union/european-pillar-social-rights/european-pillar-social-rights-20-principles_en [Accessed 4th May 2019].
Evans S. F., Howarth, M. (2019), I am happy, so I learn it: The ethical dilemma of choosing to promote happiness in an educational world of standards, (in:) Keough, P. D. (ed.), Ethical Problem-Solving and Decision-Making for Positive and Conclusive Outcomes. Hershey: IGI Global, pp 101–122.
Finkelstein S., Sharma U., Furlonger B. (2019), The inclusive practices of classroom teachers: a scoping review and thematic analysis. „International Journal of Inclusive Education”, pp. 1–28. DOI: 10.1080/13603116.2019.1572232
Gordon K. A., Garcia-Nevarez A., Roundtree H. W. J., Valero-Kerrick A. (2014), Early childhood education: Becoming a professional. Thousand Oaks, CA: SAGE Publications.
Haug P. (2017), Understanding inclusive education: ideals and reality. “Scandinavian Journal of Disability Research”, No19(3), pp. 206–217.
Karten T. J. (2015), Inclusion Strategies That Work!: Research-Based Methods for the Classroom. Los Angeles: SAGE Publications.
Kearney K. (1996), Highly Gifted Children in Full Inclusion Classrooms. „Highly Gifted Children”, No 12(4), pp. 2–11. Available from: https://files.eric.ed.gov/fulltext/ED425575.pdf [Accessed 22nd April 2019].
Kisanji J. (1999), Historical and theoretical basis of inclusive education, keynote address for the Workshop on Inclusive Education in Namibia: The Challenge for Teacher Education, 24–25 March 1999, Rossing Foundation, Khomasdal, Windhoek, Namibia. Available from: https://www.eenet.org.uk/resources/docs/hist_theorectic.doc [Accessed 15th April 2019].
Lawrence-Brown D., Sapon-Shevin M. (eds.) (2015), Condition Critical: Key Principles for Equitable and Inclusive Education. New York: Teachers College Press.
Łodej M. (2016), Dyslexia in first and foreign language learning: a cross-linguistic approach. Newcastle upon Tyne: Cambridge Scholars Publishing.
Myerson J., Bichard J.-A., Erlich A. (2016), New Demographics New Workspace: Office Design for the Changing Workforce. New York: Routledge.
McLeskey J., Maheady L., Billingsley B., Brownell M. T., Lewis T. J. (eds.) (2019), High Leverage Practices for Inclusive Classrooms. New York: Routledge.
Merijer C., Soriano V., Waltkins A. (eds.) (2003), Special Needs Education in Europe. Thematic Publication. Denmark: European Agency for Development in Special Needs Education.
NDA. National Disability Authority. (2019), The seven principles. Dublin: Center for Excellence in Universal Design. Available from: http://universaldesign.ie/What-is-Universal-Design/The-7-Principles/ [Accessed 26th April 2019].
Nes K., Strømstad M. (2003), Developing Inclusive Teacher Education. New York: Routledge. Available from: https://epdf.tips/developing-inclusive-teacher-education.html [Accessed 19th April 2019].
OECD (2012), PISA 2009. Technical Report. Paris: OECD Publishing. Available from: https://www.oecd.org/pisa/pisaproducts/PISA-2012-technical-report-final.pdf [Accessed 5th May 2019].
Persson H., Ahman H., Yngling A., Gulliksen J. (2014), Universal design, inclusive design, accessible design, design for all: different concepts—one goal? On the concept of accessibility—historical, methodological and philosophical aspects. „Universal Access in the Information Society”, No 14(4), pp. 505–526.
Pfeiffer S. I., Reddy L. A. (eds.) (1999), Inclusion practices with special needs students: Theory, research, and application. Bringhamton: Howarth Press.
Pohl S., Südkamp A., Hardt K., Carstensen C. H., Weinert S. (2016). Testing Students with Special Educational Needs in Large-Scale Assessments – Psychometric Properties of Test Scores and Associations with Test Taking Behavior. „Frontiers in Psychology”, No 7 (154), pp. 1–14.
Reddy L. A. (2012), Inclusion of disabled children and school reform: a historical perspective, (in:) Pfeiffer, S. I., Reddy, L. A. (eds.), Inclusion practices with special needs students: Theory, research, and application. Bringhamton: Haworth Press, pp. 3–24.
Richardson B., Wheeless L. R. (2009), Teachers tattling on teachers. Policy attitude and tenuer’s influence on peer reporting of unethical behavior. „International Journal of Educational Reform”, No 18(1), pp. 46–62.
Smith M. L. (1991), Put to the test: The effects of external testing on teachers. „Educational Researcher”, No 20, pp. 8–11.
Steinfeld E. (2010), Advancing Universal Design(in)Maisel, J. L. (ed.), The state of the science in universal design: Emerging research and developments. Sharjah, U.A.E.: Bentham Science Publishers, pp. 1–19.
The Glossary of Education Reform. (2015), Standardized test. Available from: from https://www.edglossary.org/standardized-test/ [Accessed 13th May 2019].
The United Nations (1948), Universal declaration of human rights. Available from: https://www.un.org/en/universal-declaration-human-rights/ [Accessed 6th May 2019].
Twachtman-Cullen D., Twachtman-Bassett J. (2011), The IEP from A to Z: How to create meaningful and measurable goals and objectives. San Francisco, Calif: Jossey-Bass.
UNESCO (1994). The Salamanca Statement and Framework for Action on Special Needs Education. Paris: UNESCO. Available from: http://www.unesco.org/education/pdf/SALAMA_E.PDF [Accessed 1st May 2019].
Wallace M. W., Irons E. J. (2010), The lived experience of public school teachers: Novice to expert. „National Social Science Journal”, No 33, pp. 166–172.
Watkins A. (2009), Key principles for promoting quality in inclusive education. Recommendations for policy makers. Odense, Denmark: European Agency for Development in Special Needs Education.
Licence
© Neofilolog 2020
Ce travail est disponible sous licence Creative Commons Attribution - Pas de Modification 4.0 International.
Auteurs :
Les auteurs de textes acceptés pour publication dans la revue Neofilolog sont tenus de remplir, signer et renvoyer à l'adresse de la rédaction, un accord sur l'octroi d'une licence gratuite pour les œuvres, avec obligation d'accorder une sous-licence CC.
En vertu de cet accord, les auteurs des textes publiés dans la revue Neofilolog accordent à l'Université Adam Mickiewicz de Poznań une licence non exclusive et gratuite et permettent l'utilisation de la sous-licence Creative Commons Attribution-NoDerivatives 4.0 International (CC BY-ND 4.0).
Les auteurs se réservent le droit de disposer librement de l'œuvre.
Utilisateurs :
Les utilisateurs d'Internet intéressés ont le droit d'utiliser les œuvres publiées à partir de l'année 2017 sous réserve des conditions suivantes :
- reconnaissance de la qualité d'auteur - l'obligation de fournir des informations sur la qualité d'auteur, le titre, la source (liens vers l'œuvre originale, DOI) et la licence, ainsi que l'œuvre distribuée ;
- sans créer d'œuvres dérivées - l'œuvre doit être conservée dans sa forme originale, p. ex. les traductions ou les interprétations ne peuvent être distribuées sans le consentement de l'auteur.
Tous les textes publiés sont soumis au droit d'auteur.
Autres :
L'Université Adam Mickiewicz de Poznań se réserve le droit à la revue dans son ensemble (mise en page, forme graphique, titre, conception de la couverture, logo, etc.).
.