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020 _a9783319711263
024 7 _a10.1007/978-3-319-71126-3
_2doi
040 _aES-MaUEC
_bspa
_cES-MaUEC
_dES-MaUEC
050 4 _aLB3060.3
_b2018 EB
245 0 0 _aHandbook of Accessible Instruction and Testing Practices
_bIssues, Innovations, and Applications
_cedited by Stephen N. Elliott, Ryan J. Kettler, Peter A. Beddow, Alexander Kurz.
250 _aSecond edition 2018
264 1 _aCham
_bSpringer International Publishing
_c2018
300 _a1 recurso en línea (XIII, 276 páginas)
_b26 ilustraciones, 10 ilustraciones a color
336 _2rdacontent
_aTexto
_btxt
337 _2rdamedia
_aelectrónico
_bc
338 _2rdacarrier
_arecurso electrónico
_bcr
347 _atext file
_bPDF
490 0 _aBehavioral Science and Psychology (Springer-41168)
505 0 _aChapter 1. Introduction: Accessible Instruction and Testing Today -- Part 1. Professional Policies & Consideration -- Chapter 2. U.S. Education Policies that Support Accessible Instruction and Testing -- Chapter 3. International Policies that Support Inclusive Assessments -- Chapter 4. Fair Testing and the Role of Accessibility -- Chapter 5. The Role of Accessibility in a National Testing Program -- Chapter 6. Professional Development for Delivering on the Promise of Accessible Instruction and Testing -- Part 2. Special Populations -- Chapter 7. The Accessibility Needs of Students with Disabilities -- Chapter 8. The Accessibility Needs of English Language Learners -- Part 3. Classroom Connections -- Chapter 9. Opportunity to Learn What is Tested: What We Know Today -- Chapter 10. Response-to-Intervention Models and Access to Services for All Students -- Chapter 11. Advances in the Application of Universal Design for Learning -- Chapter 12. Academic Testing for Students with Autism and Behavior Challenges: Considerations and Recommendations -- Part 4. Test Design Principles & Innovative Practices for More Accessible Tests -- Chapter 13. Item Writing Research -- Chapter 14. Influences of Universal Design and Cognitive Load Theory on Item and Test Design -- Chapter 15. Testing Accommodations and Item Modifications: Research to Guide Practice -- Chapter 16. Advances in the Accessibility of Computer Delivered Tests -- Chapter 17. Computer-Based Test Models: Advantages, Disadvantages, and Recommendations -- Part 5. Conclusions: Accessibility Challenges, Innovative Answers -- Chapter 18. Accessible Classrooms and Tests: Essential Components to Advance Educational Equity and Quality.
520 3 _aThe Second Edition of this handbook provides comprehensive coverage of the concept of accessibility and its application to the design and implementation of instruction and tests with all students. It updates and expands on its original contents and responds to the increasing demand for research-based evidence of accessible instruction and testing practices from the professional community. Chapters explore how outcomes are affected when essential features or components of instructional materials and tests are not accessible to any portion of the student population. The handbook addresses the new set of Standards for Educational and Psychological Testing that was published in 2014 as well as requirements for a high level of access for all interim and summative tests by national testing consortiums. In addition, the handbook describes how the Center for Applied Special Technology (CAST) has continued to advance Universal Design for Learning (UDL) principles in mainstream education with teachers of all types of students, not just students with disabilities. Topics featured in this text include:  A summary of U.S. policies that support inclusive assessment for students with disabilities.  An overview of international policies that support inclusive assessments.  Designing, developing, and implementing an accessible computer-based national assessment system.  Universal Design for Learning (UDL) principles and the future of assessment.  Recent advancements in the accessibility of digitally delivered educational assessments.  The Handbook of Accessible Instruction and Testing Practices, Second Edition is an essential reference for researchers, practitioners, and graduate students in education and allied disciplines, including child and school psychology; assessment, testing and evaluation; social work; and education policy and politics.
988 _aSpringer_Psychology_2018
650 7 _2embne
_9673675
_aPsicología escolar
700 1 _aElliott, Stephen N.
_eeditor.
_4edt
_4http://id.loc.gov/vocabulary/relators/edt
_0http://id.loc.gov/authorities/names/n85282058
_1http://viaf.org/viaf/23592230
700 1 _aKettler, Ryan J.
_eeditor.
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_4http://id.loc.gov/vocabulary/relators/edt
_0http://id.loc.gov/authorities/names/no2011097775
_1http://viaf.org/viaf/171712844
700 1 _aBeddow, Peter A.
_eeditor.
_4edt
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_1http://viaf.org/viaf/168209636
700 1 _aKurz, Alexander.
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_4http://id.loc.gov/vocabulary/relators/edt
_0http://id.loc.gov/authorities/names/no2012000220
_1http://viaf.org/viaf/306126985
710 2 _aSpringerLink (Online service)
_0http://id.loc.gov/authorities/names/no2005046756
_1http://viaf.org/viaf/148105729
776 0 8 _iPrinted edition:
_z9783319711256
776 0 8 _iPrinted edition:
_z9783319711270
776 0 8 _iPrinted edition:
_z9783030100179
856 4 0 _uhttps://go.openathens.net/redirector/universidadeuropea.es?url=https://doi.org/10.1007/978-3-319-71126-3
_zAcceso a este recurso digital (usuarios Universidad Europea de Madrid)
942 _2lcc
_cLE
998 _b05/2020
_dz
_eIG
_zSI