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Accessibility to NAPLAN Assessments for Students With Disabilities: A ‘Fair Go’

Published online by Cambridge University Press:  15 June 2012

Michael Davies
Michael Davies*
Affiliation:
Griffith University, Australia
*
Correspondence: Dr Michael Davies, Educational and Professional Studies, Arts, Education, and Law Group, Mt Gravatt Campus, Griffith University, Nathan, Qld 4111, Australia. E-mail: m.davies@griffith.edu.au
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Abstract

A National Assessment Program for Literacy and Numeracy (NAPLAN) that requires assessment of all students in Years 3, 5, 7, and 9 is now firmly established on the Australian educational landscape. Australian legislation and policies promote inclusive assessments for all; however, in relation to NAPLAN, almost 5% of students, many of whom have disabilities, are either exempt or withdrawn. Those students with disabilities that are assessed are provided only basic testing accommodations under special considerations, and the achievement levels of these students are not accurately benchmarked. Lessons from experiences in the United States can assist in the development of a more effective and inclusive assessment regime. A range of strategies, including testing accommodations and modifications, needs to be applied to ensure access to NAPLAN assessment for all students.

Keywords

accessibilityNAPLANstudentsdisabilitiesfairinclusive
Type
Articles
Information
Australasian Journal of Special Education , Volume 36 , Issue 1 , July 2012 , pp. 62 - 78
Copyright
© The Authors 2012

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