Unlocking the English Code: Assessment for Learners Who are Blind/Visually Impaired
Stacey Tucci and Frances Mary D’Andrea are continuing the learning with another module of Unlocking the English Code. In the previous module, they walked through the essential components of reading instruction, how reading research applies to low incidence populations, and identified adaptations for literacy instruction for students who are deaf/hard of hearing or blind/visually impaired.
This module will take a deeper dive into assessment types and strategies, accessibility and accommodations, and how to use the data that is collected from different assessments during instruction.
- Identify types of assessments and how the data from each can be used to drive instruction and intervention.
- Describe the difference between modifications and accommodations within assessments and how to ensure valid and meaningful measurements.
- Name three accommodations to make assessments more accessible for learners who are B/VI.
- Frances Mary D’Andrea, Assistant Professor of Practice, University of Pittsburgh
- Stacey Tucci, Language and Literacy Director, Georgia Department of Education, State Schools Division
Continuing education hours (CEUs) have been requested from the following providers:
CEUs requested (2 hours): ACVREP, DODD, Ohio Speech and Hearing Professionals Borad, ASHA
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