学习评估的通用设计:支持有学习障碍的ELLs

IF 0.2 Q4 EDUCATION & EDUCATIONAL RESEARCH
Thomas A. Delaney, Maiko Hata
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引用次数: 3

摘要

学习英语是具有挑战性的,对许多学习者来说,未确诊的学习障碍可能对他们的成功构成严重威胁。最近的研究表明,世界上高达10%的人口有非显性残疾,如自闭症或阅读障碍。与此同时,高等教育中的英语学习者(ELL)教师很少接受过学习障碍方面的培训,他们往往不确定如何支持那些似乎有额外挑战的学习者。当涉及到评估时尤其如此,因为教师经常依赖于传统的工具,这可能会对评估结果的有效性产生负面影响。在这个简短的反思中,作者分享了教师如何将通用学习设计(UDL)的原则应用到他们的评估实践中,以支持残疾学生,无论其诊断状态如何。首先,将简要讨论影响语言学习的残疾,然后解释英语向其他语言使用者(ESOL)评估如何为残疾学生带来具体挑战。然后,作者将提供UDL理论的概述,该理论提出残疾学习者通常最好通过在代表,表达和参与方面的便利来服务,这可以使整个班级受益。本文的大部分内容将侧重于在高等教育评估中实施UDL的具体、实用策略。这些策略包括建立执行功能,实施多渠道评估,以及通过“评估循环”了解学生。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Universal Design for Learning in Assessment: Supporting ELLs with Learning Disabilities
Studying English is challenging and, for many learners, undiagnosed learning disabilities can present a serious threat to their success. Recent studies indicate that up to 10% of the world population has a non-apparent disability, such as autism or dyslexia. At the same time, few English language learner (ELL) instructors in higher education have training in learning disabilities, and they are often unsure of how to support learners who seem to have extra challenges. This is especially true when it comes to assessment, as instructors often rely on traditional tools that could negatively affect the validity of the assessment outcomes. In this brief reflection, the authors share how instructors can apply the principles of Universal Design for Learning (UDL) to their assessment practices to support students with disabilities, regardless of diagnostic status. First, disabilities that affect language learning will be briefly discussed, followed by the explanation of how English to speakers of other languages (ESOL) assessments present specific challenges for students with disabilities. Then, the authors will provide an overview of UDL theory, which proposes that learners with disabilities are often best served by accommodations in representation, expression and engagement that can benefit the entire class. Most of the paper will focus on specific, practical strategies for implementing UDL within assessment in higher education. Such strategies include building executive function, implementing multi-channel assessment, and learning about students through an “evaluation loop.”
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