Challenges Assessing the Conceptual Understanding of Students With Disabilities in Statistics

• Published in: Learning disability quarterly Vol. 42; no. 3; pp. 175 - 185
• Main Authors: Dahlstrom-Hakki, Ibrahim H., Alstad, Zachary G.
• Format: Journal Article
• Language: English
• Published: Los Angeles, CA Sage Publications, Inc 01.08.2019; SAGE Publications; SAGE Publications and Hammill Institute on Disabilities; SAGE PUBLICATIONS, INC
• Subjects: Academic Accommodations (Disabilities); Academic Achievement; Attention Deficit Hyperactivity Disorder; Autism; Autism Spectrum Disorders; Barriers; College Students; Comprehension; Concept Formation; Educational evaluation; Elementary Secondary Education; Evaluation Methods; Introductory Courses; Language Processing; Learning Disabilities; Mathematics; Performance Factors; Pervasive Developmental Disorders; Sentences; Statistics; STEM education; Students with Disabilities; Word Problems (Mathematics); assessment; evaluation and testing; instructional; technology

Standardized assessment of content knowledge for STEM (Science, Technology, Engineering, Mathematics) topics is pervasive in both K-12 and postsecondary institutions. Yet, most instruments are developed with little to no validation for students with learning disability (LD), attention deficit hypera...