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Testing accommodations for deaf individuals has been a topic of focus over the past several years as experts in the field of deaf education, standardized assessments and psychological evaluations have recognized that many deaf people are uniquely at a disadvantage for English-based testing. The use of accommodations for testing is not an uncommon request in postsecondary settings for placement and course assessments. There has been much discussion over test equity for deaf students in a number of contexts.

To determine any appropriate accommodations, one would want to understand what the test construct (what the test measures) and purpose (why the test is given) are. A key aspect when determining testing accommodations for deaf students is understanding the goal or outcome of the exam and what constitutes a reasonable accommodation to equally measure that outcome. Below are several resources that discuss the fundamental issues related to deaf individuals and testing.

Test Accessibility for Deaf Individuals: What Professionals Need to Know

Many different test-taking issues affect deaf students, but linked to all of these issues are the differing experiences with English, professionals who do not have a full understanding of the learning experiences or backgrounds of deaf individuals, and the lack of testing standards. This summary for professionals will look at ways test accessibility for deaf individuals can be addressed.
 
Topics: Testing
Useful For: Administrators, Disability Services Professionals, Employers, Teachers
 

The Standards for Educational and Psychological Testing and Deaf Individuals

The 2014 Standards for Educational and Psychological Testing significantly elevated the importance of fairness in testing.

 
Topics: Legal/Policy, Testing
Useful For: Administrators, Audiologists, Disability Services Professionals, Teachers, Vocational Rehabilitation Professionals
 

Why Deaf Individuals May Need Accommodations When Taking Tests

Assessment accommodations are changes in testing materials or procedures that lessen barriers to access but do not change the test construct, or what
 
Topics: Testing
Useful For: Administrators, Disability Services Professionals, Parents, Teachers, Vocational Rehabilitation Professionals
 

Interpreters as a Reasonable Accommodation for Testing

Regardless of one's role in administering an assessment—as a professor in a college course or a psychological examiner conducting an evaluation—test providers recognize the importance of obtaining an accurate measurement of student learning, knowledge, abilities, attitudes, and skills.
 
Topics: Interpreting, Testing
Useful For: Disability Services Professionals, Interpreters, Parents, Teachers
 

Effects of Accommodations on Test Scores for Deaf Students

This study reviewed the current literature, focusing on the factors that are important to keep in mind when considering the use of accommodations for assessment for deaf students.
 
Topics: Research & Data, Testing
Useful For: Disability Services Professionals, Teachers
 

Diverse Deaf Student Populations and Standardized Assessment Accessibility

This study explores frameworks surrounding assessment policy and practice for deaf and deafdisabled students, current research related to standardized assessment, and potential implications.
 
Topics: Research & Data, Testing
Useful For: Disability Services Professionals, Teachers