Exploring alternative assessments for signing deaf candidates

Abstract

Attitudes to sign languages or language policies are often not overtly discussed or recorded but they influence deaf young people's educational opportunities and outcomes.Two qualitative studies from Scotland investigate the provision of British Sign Language as accommodation in public examinations. The first explores the views of deaf pupils and staff about the official system for face-to-face interpretation of exam papers. The second investigates a centrally translated digital paper with embedded video questions. Discussion focuses on contrasts between the USA and UK approaches to accommodations, raising issues of standardized technical terms in signed languages, the right to respond in sign, and candidate choice.

Reflexive disclosure in qualitative research publications in school psychology (2006–2021)

“…(2021, p. 264) described the research interests of one of the authors as “center[ing] on the intersection of social justice and school psychology training practice,” and another researcher being interested in “supporting adolescents' transition to adulthood and promoting social justice in schools.” O'Neill et al . (2020, p. 348) reported that one of the researchers was a science specialist for Deaf children, and was “particularly interested to see how deaf candidates and communicators experienced the science exams.”…”