Group: Disabilities in Adult Education
Discussion Topic: Teaching Strategies: Easing
the Pathway for Adult Learners with Disabilites to Develop compeptence in the
Classroom and Beyond
RKenyon's comment on the Discussion
Accommodations and Test Taking Strategies on GED Tests
Hi Robin,
Your comments reflect a topic that is important to me. The
majority of teachers I have trained were not aware of these test taking
strategies/accommodations. Even in groups of local GED Examiners, the
use of these strategies was not well known or asked for. They can
make a huge difference in the testing experience for students with
disabilities.
I am including the actual list below:
Accommodations and Test Taking Strategies
That Do Not Need Approval on the GED Tests
Some accommodations do not require special approval. Also, many people
with disabilities have devised, or learned, strategies that help them
compensate for their disability, and of these strategies do not require
special approval. Some examples are:
- Using the large-print
version of the test—without extended time
- Use of a
straight-edge (no markings) or guide to facilitate the reading of the
text, assists spatial orientation
- Using colored
overlays for reading
- Use of clear
transparencies and highlighters
- Use of Post-it
Notes/Flags for spatial orientation
- Requesting to sit
near a window, or away from fluorescent lights, etc., when possible
- Using graph paper
for working through math problems
- Taking individual
tests on different days (granted at discretion of the center and based
on available staff)
- Priority seating
- Earplugs
(disposable, assists concentration)
- Wearing baseball cap
with brim to eliminate glare
- Sitting next to a
fan, heating/ac unit, etc. (to block out distractions)
Other devices as deemed appropriate: GED Testing Service
allows all other devices as long as they compensate for the disability and
do not provide an unfair advantage.
I would like to see this topic as a separate, new discussion
thread. Robin, would you like to start one?
Thanks for your contributions, Robin.
Rochelle Kenyon, SME
- RKenyon
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Original text from the Discussion: Teaching Strategies: Easing the
Pathway for Adult Learners with Disabilites to Develop compeptence in the
Classroom and Beyond
GOOD MORNING: This is Laura DiGalbo and I am delighted to be
spending the next two days in discussion with many of you around teaching
strategies to assist our adult learners in achieving success in our
classrooms and beyond.. I will be sharing information that I
have developed for presentaions here in Ct, nationally and
internationally around how we can assess learning needs, develop strategies
to meet those needs and provide effective feedback to our adult
ed students. In addition we will explore how instructor behavior
influences learning ,the social and emotional factors involved in learning
and finally universal design for learning.
I will be posting 4 content areas today and 3 tomorrow. In between
there will be time for you to respond immediately with your thoughts and
experiences. And of course you can reflect and respond later. Both
Rochelle Kenyon, LINCS SME, and I will be checking the thread throughout
the next few weeksand beyond. Your thoughts and insights are
very important to both of us. So please share, comment , question as we go
along or in the days to come. This "discussion presentation"
format is a new one...I'm not sure how I will handle questions/comments
throughout the days when I am posting content. So don't be dismayed if you
don't have an immediate response from me.
One final thought here...you will realize that I am not the most efficient
typist in the world...much better "in person". So do forgive the
typos. I will try ot be vigilant.... All right I will post this message and
go create the first content post. Stay tuned!!
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