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  • Video

    ADCET Webinar: Accessible Assessments for Students with Vision Impairment

    This webinar looked at the Round Table’s (Round Table on Information Access for People with Print Disabilities) Guidelines for Accessible Assessment. The updated guidelines were launched in May 2019 and contain recommendations designed to make assessment materials accessible to students of all ages and levels of education. A copy of the guidelines can be downloaded from: http://printdisability.org/guidelines/guidelines-for-accessible-assessment-2019/(November 2019)

    Download: Transcript
  • Video

    ADCET Webinar: Incorporating UDL Principles within Assessment

    Dagmar Kminiak and Terri Mears from the University of Sydney discussed the broad principles of Universal Design in assessment as covered in literature and the importance of incorporating multiple means of representation, action, expression and engagement within assessments. 

    The presentation provided a brief overview of the practical steps that have been taken at The University of Sydney to begin the transformation of assessment planning to ensure that Universal Design principles are incorporated in the process. (May 2019)

    Download: Transcript
  • Web link

    Accessible Assessment – An Inclusive Practice Guide - UK

    The aim of this website is to give practical support to academic staff in the design and delivery of inclusive academic assessments.

  • Article

    Accessible Curricula: Good Practice for all - UK

    The aim of this U.K. resource is to offer a 'quick reference' manual for curriculum-related disability issues. The term 'curriculum' is used in a broad way and refers not only to physical course materials but also includes issues such as field trips, work placements, laboratory practicals and assessments. (Doyle, C & Robson, K (2002). Cardiff: UWIC Press).

  • Article

    Examinations and Assessment - a good practice guide - UK

    This booklet from the Disability Rights Commission in he UK outlines legal requirements and suggests good practice in organising examinations and alternative assessment

    Download: Guide
  • Article

    Extended Time in Examinations - Literature Review

    There has been significant debate in the research on the issue of extended time in examinations. However, there seem to have been a number of relatively clear findings from the literature. This short paper summarises the findings.(2009. Kelly Parkyn, Student Services, University of Tasmania)

  • Article

    Guidelines for Accessible Assessment (2019)

    The Guidelines for Accessible Assessment were written to guide teachers, support staff, accessible format producers and disability service practitioners when preparing educational assessment tasks for students with vision impairment. It is a rewrite of the Round Table Guidelines for Accessible Assessment (2011) to better reflect the changing delivery of an accessible assessment.

  • Web link

    Guidelines for a Test Reader

    This link gives tips/instructions for a student worker or disability support person to read an exam to a student with disability.

  • Article

    Journal of Postsecondary Education and Disability - JPED (Fall 2013) - US

    The Fall edition (Volume 26, Issue 3) contains articles on: Measuring the Effectiveness of Universal Design for Learning Intervention; University Faculty Attitudes Toward Disability and Inclusive Instruction; College Success of Students with Psychiatric Disabilities; Barriers of Access and Distraction; An Italian Experience of Inclusion; The Effect of Extended Test Time for Students with Attention-Deficit Hyperactivity Disorder; Student-Driven Accessibility Planning Committee.

  • Article

    Journal of Postsecondary Education and Disability - JPED (Summer 2013) - US

    The Summer edition (Volume 26, Issue 2) contains articles on: Faculty Mentorship and Transition Experiences of Students with Disabilities; Postsecondary Transition Services to Youth with Disabilities: Results of a Pilot Program; DSS and Accommodations in Higher Education: Perceptions of Students with Psychological Disabilities; Examination Accommodation for Students with Sensory Defensiveness; Students with Autism/Asperger’s: The Use of “Television Coaching”

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