This document discusses assessment accessibility and assistive technology. It defines assessment accessibility as eliminating barriers to allow test-takers to demonstrate their knowledge. Legislation like the No Child Left Behind Act and Section 508 require assessments be accessible to all students, including those with disabilities. Universal design for learning principles like multiple means of representation, expression, and engagement can support accessibility. Assistive technologies like text-to-speech, screen magnification, alternate keyboards, and voice recorders help inclusive populations access assessments by overcoming disabilities like visual impairments or physical limitations.

1. Making Assessments Accessible
using
Assistive Technology Devices

2. What Does Accessibility Mean?
Accessibility describes the degree to which a product,
device, service, or environment is available to as many
people as possible.

3. What is Assessment Accessibility?
The extent to which an assessment and its constituent
item set eliminates barriers and permits the test-taker to
demonstrate his or her knowledge of the assessed content.
Assessment Accessibility involves an interaction between
features of the assessment and individual test-taker
characteristics.

4. Why is Assessment Accessibility
Important?
As a result of No Child Left Behind Act of 2001,
assessment developers have needed to create assessments
to ensure all students, including those with special
disabilities are given the opportunity to demonstrate the
extent to which they have mastered the content measured
on state assessments.
National Center on Educational Outcomes

5. Legislation 508 Supports
Accessibility of Information
Section 508 requires that electronic and
information technology that is
developed by or purchased by the
Federal Agencies be accessible by
people with disabilities.

6. How Can Universal Design for Learning
Support Making Assessments
Accessible?

Providing Multiple Means of Representation
Graphics, digital text, text to speech, and multimedia

Providing Multiple Means of Expression and Interaction
Keyboarding, graphic organizers, voice recording, and
speech to text

Providing Multiple Mean of Engagement
Choice of material, simulation environment, and
representation and expression options

7. Inclusive Population
Accessing Assessments using
Assistive Technology

Deaf or Hearing Impaired

Blind or Visually Impaired

Mildly Cognitively Impaired

Dyslexic

Physically Impaired

Asperger's Syndrome

8. What is an Assistive
Technology Device?
An assistive technology device is any item, piece
of equipment, or product system, whether
acquired commercially, off-the-shelf, modified or
customized, that is used to increase, maintain or
improve a person’s functional capabilities.

9. Assistive Technology used to
Access Assessments

Text-to-Speech Software

Document Images

Screen Magnification

Alternate Keyboards

Text-Help Read and Write

Microphones

Voice Recorders

Spell Checkers

10. References
National Center on Educational Outcomes (2012).
universally designed assessments. Retrieved on March
26, 2012 from, http://www.cehd.umn.edu/