Student Perspectives on Academic Accommodations

Baker, Diana; Scanlon, David

doi:10.1080/09362835.2015.1064411

Cited by 14 publications

(9 citation statements)

References 35 publications

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“…Importantly, instructional accommodations do not modify the curriculum expectations or standards for students, rather only change instruction, environment, and opportunities to learn and demonstrate learning. Baker and Scanlon (2016) argue that instructional accommodations prove effective when (a) students are aware of the range of instructional accommodations available to them, (b) their perspectives of how they have experienced accommodations in the classrooms are accounted for, and (c) students can assume agency in the process and enactment of their instructional accommodations rather than teachers taking the entire responsibility. In order to explore students' awareness, experiences, and agency in their instructional accommodations, Baker and Scanlon (2016) conducted focus group interviews with high-incidence disability (HI) students.…”

Section: Instructional Accommodationmentioning

confidence: 99%

Re-conceptualizing classroom assessment fairness: A systematic meta-ethnography of assessment literature and beyond

Rasooli

Zandi

DeLuca

2018

Studies in Educational Evaluation

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Conceptualizing fairness in student assessment at classroom levels has been an area of focus in recent years given the growing emphasis on assessment-driven teaching and educational accountability across educational systems. However, previous studies into assessment fairness have predominantly drawn on assessment-based literature to conceptualize fairness. While this literature is central to the construct, we argue that it does not fully account for the dynamic relationship between assessment, teaching, and learning within the diverse socio-cultural classroom contexts. Therefore, using a systematic meta-ethnographic review of 150 studies, this study identifies a more comprehensive conception of fairness for classroom assessment drawn from not only assessment literature but also from literature beyond assessment, which has not already been included in the process of reconceptualizating classroom assessment fairness. The results of this study present a conceptualization of classroom assessment fairness with a dominant focus on the role of assessment fairness in supporting student learning.

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Section: Instructional Accommodationmentioning

confidence: 99%

Re-conceptualizing classroom assessment fairness: A systematic meta-ethnography of assessment literature and beyond

Rasooli

Zandi

DeLuca

2018

Studies in Educational Evaluation

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“…Many students express concern and disappointment regarding the quality and quantity of support they are offered when facing academic difficulties (Marshak et al, 2010; Scott, 2019). They report various challenges in receiving support and accommodations from their academic institutes (Baker & Scanlon, 2016). In other cases, students themselves refrain from requesting support or accommodations, due to their anxieties about being labeled or misunderstood by their lecturer and peers (Lightner et al, 2012).…”

mentioning

confidence: 99%

Implicit Theories, Social Support, and Hope as Serial Mediators for Predicting Academic Self-Efficacy Among Higher Education Students

Mana

Saka

Dahan

et al. 2020

Learning Disability Quarterly

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This study examined the predictive role of learning difficulties in the academic self-efficacy of students enrolled in higher education institutions and the serial multiple mediation of inner and external resources. The sample consisted of 2,113 students (age range = 18–35) at 25 higher education institutions in Israel. Participants were divided into four groups: (a) 668 typical students (without learning difficulties or attention deficit hyperactivity disorder [ADHD]), (b) 370 students with self-reported but undiagnosed academic difficulties, (c) 372 students diagnosed with specific learning disabilities (SLDs), and (d) 703 students diagnosed with attention deficit disorders (ADHD). Implicit theories on accommodations, perceptions of social support, hope, and academic self-efficacy were examined. Results demonstrated that students with SLD and ADHD had higher beliefs in the value of expectations, yet they experienced lower levels of academic self-efficacy than their typical peers. These implicit theories did not predict directly the academic self-efficacy, but external resources (perceptions of support) and internal resources (hope) mediated these relationships. The results focused on the accommodations and beliefs in their value for predicting academic self-efficacy, and the importance of social support and hope.

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“…Kedua fenomena itu sebenarnya saling berhubungan, namun guru belum paham bahwa substansi pembelajaran untuk memahami dan menerapkan pengetahuan adalah melalui kode. Keterampilan mengolah kode merupakan hambatan yang dimiliki siswa slow learner (Baker & Scanlon, 2016). Solusi terhadap pembelajaran bagi slow-learner adalah keterampilan guru mengubah kode semua substansi pengetahuan secara konkrit.…”

Section: Pembahasanunclassified

“…Keterampilan itu dapat digunakan atau ditransfer untuk keterampilan mengakomodasi pembelajaran ke siswa berkebutuhan khusus jenis lain Strategi pembelajaran untuk siswa slow-learner dapat dirujuk untuk strategi pembelajaran bagi siswa ABK jenis lain. Siswa ABK jenis lain juga membutuhkan strategi yang hampir sama seperti yang diterapkan pada siswa slow-learner (Baker & Scanlon, 2016;Oliver & Barnes, 2010). Strategi pembelajaran itu salah satunya strategi pengubahan kode.…”

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Teacher's Pedagogy Competence and Challenges in Implementing Inclusive Learning in Slow Learner

Mumpuniarti

Handoyo

Phytanza

et al. 2020

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Regular teacher training for schools implementing inclusive education is expected to affect the teachers mastery of learning competency. The results of the training need to be examined to determine some aspects of competency that need to be trained further, so that it is beneficial to an ideal inclusive education. This study aims to describe regular teachers most important aspects of competency, as well as their obstacles and challenges in implementing learning in inclusive schools. The research instrument consisted of 21 closed-ended questions and 4 open-ended questions. The data from the 21 closed questions were analyzed using percentage of answers from respondents, and respondents' answers to the open-ended questions were analyzed using the categorization of the challenges faced by teachers for inclusive learning. The findings from the study shows that the inclusive teachers possessed the pedagogical competence to help them face the diversity of the students from various aspects; the regular teachers were able to manage the diverse learning needs; the regular teacher competence to help slow-learners was able to change abstract concepts into concrete forms; the regular teachers found some obstacles in managing students diversity; and the regular teachers challenges in implementing inclusive education included diverse teaching methods, competence to modify learning, and professional improvement achievement.

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Student Perspectives on Academic Accommodations

Cited by 14 publications

References 35 publications

Re-conceptualizing classroom assessment fairness: A systematic meta-ethnography of assessment literature and beyond

Re-conceptualizing classroom assessment fairness: A systematic meta-ethnography of assessment literature and beyond

Implicit Theories, Social Support, and Hope as Serial Mediators for Predicting Academic Self-Efficacy Among Higher Education Students

Teacher's Pedagogy Competence and Challenges in Implementing Inclusive Learning in Slow Learner

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