Ensuring that educational tests are accessible to students with disabilities is a core aspect of fairness in assessment, regardless of the exact uses of the testing. Disability accommodations, as well as universally available accessibility features, can facilitate that access, but determining which supports to offer should be guided by sound empirical research and defensible theoretical frameworks. Here the guest editors introduce a special issue of Assessment for Effective Intervention on this topic of accessibility in assessment. We discuss the importance of the topic, we provide an overview of each article in the issue, and we offer reflections on the present and future of research on this topic.
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DembitzerL.KettlerR. J. (2024). Universally designed accommodations on a reading comprehension test: What do they accomplish?Assessment for Effective Intervention.
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HarrisonJ. R.EvansS. W.BaranA.KhondkerF.PressK.NoelD.WassermanS.BelmonteC.MohlmannM. (2020). Comparison of accommodations and interventions for youth with ADHD: A randomized controlled trial. Journal of School Psychology, 80, 15–36. https://doi.org/10.1016/j.jsp.2020.05.001
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Ketterlin-GellerL. R. (2005). Knowing what all students know: Procedures for developing universal design for assessment. The Journal of Technology, Learning and Assessment, 4(2), Article 1649.
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LeeY. H.HabermanS. J. (2016). Investigating test-taking behaviors using timing and process data. International Journal of Testing, 16(3), 240–267. https://doi.org/10.1080/15305058.2015.1085385
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LiuC.ZhangD.PandolphoM.YiJ. (2024). Effects of principled digitalized interactive components on geometry computer-based-assessment in high schoolers with learning difficulties in mathematics. Assessment for Effective Intervention.
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LovettB. J. (2021). Educational accommodations for students with disabilities: Two equity-related concerns. Frontiers in Education, 6, Article 795266. https://doi.org/10.3389/feduc.2021.795266
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LovettB. J.FienupD. M. (2024). Using interventions to increase test access: An alternative to accommodations?Assessment for Effective Intervention.
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MerrellK. W.ErvinR. A.PeacockG. G.RenshawT. L. (2022). School psychology for the 21st century: Foundations and practices (3rd ed.). Guilford Press.
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NieblingB. C.ElliottS. N. (2005). Testing accommodations and inclusive assessment practices. Assessment for Effective Intervention, 31(1), 1–6. https://doi.org/10.1177/073724770503100101
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OdomS. L.HallL. J.SteinbrennerJ. R. (2020). Implementation science research and special education. Exceptional Children, 86(2), 117–119. https://doi.org/10.1177/0014402919889888
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SanettiL. M. H.Collier-MeekM. A. (2019). Increasing implementation science literacy to address the research-to-practice gap in school psychology. Journal of School Psychology, 76, 33–47. https://doi.org/10.1016/j.jsp.2019.07.008
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WitmerS. E.BouckE. C. (2024). Predictors of accessibility tool use on a low-stakes computer-based math test. Assessment for Effective Intervention.
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WolfM. M. (1978). Social validity: The case for subjective measurement or how applied behavior analysis is finding its heart 1. Journal of Applied Behavior Analysis, 11(2), 203–214. https://doi.org/10.1901/jaba.1978.11-203
