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==Education and accessibility for students== [[File:Vietnam phusical therapy school orphanage.jpg|thumb|alt=A woman is helping a young boy to stand up in a classroom with other students|A teacher helps her student in an orphanage in central [[Vietnam]]. The orphanage caters to many abandoned and disabled children who, through education and communication programs, are able to have a life that would otherwise not be possible.]] [[File:Latrine ramp school.jpg|thumb|alt=People constructing a ramp for an accessible bathroom|Construction of a ramp for a school latrine in [[Ukunda]], Kenya, to make the school building more accessible to students with disabilities]] Equal access to education for students with disabilities is supported in some countries by legislation. It is still challenging for some students with disabilities to fully participate in mainstream education settings, but many adaptive technologies and assistive programs are making improvements. In India, the [[Medical Council of India]] has now passed the directives to all the medical institutions to make them accessible to persons with disabilities. This happened due to a petition by Satendra Singh founder of [[Infinite Ability]].<ref>{{cite news|title=MCI asks all medical institutions to be 'accessible'|url=http://www.thehindu.com/todays-paper/tp-national/tp-newdelhi/mci-asks-all-medical-institutions-to-be-accessible/article4628862.ece|access-date=21 April 2013|newspaper=The Hindu|date=18 April 2013}}</ref> Students with a physical or mental impairment or learning disability may require note-taking assistance, which may be provided by a business offering such services, as with tutoring services. Talking books in the form of talking textbooks are available in Canadian secondary and post-secondary schools. Also, students may require adaptive technology to access computers and the Internet. These may be tax-exempt expenses in some jurisdictions with a medical prescription. ===Accessibility of assessments=== It is important to ensure that the accessibility in education includes assessments.<ref>{{Cite web|title=Making assessments accessible|url=https://www.jisc.ac.uk/guides/making-assessments-accessible|access-date=2020-08-17|website=Jisc|language=en-GB|quote=Accessibility must be considered from the outset when designing assessments, otherwise disabled learners could be unintentionally disadvantaged.}}</ref> Accessibility in testing or assessments entails the extent to which a test and its constituent item set eliminates barriers and permits the test-taker to demonstrate their knowledge of the tested content.<ref>{{Citation|last=Roelofs|first=Erik|title=A Framework for Improving the Accessibility of Assessment Tasks|date=2019|work=Theoretical and Practical Advances in Computer-based Educational Measurement|pages=21β45|editor-last=Veldkamp|editor-first=Bernard P.|series=Methodology of Educational Measurement and Assessment|place=Cham|publisher=Springer International Publishing|language=en|doi=10.1007/978-3-030-18480-3_2|isbn=978-3-030-18480-3|editor2-last=Sluijter|editor2-first=Cor|doi-access=free}}</ref> With the passage of the [[No Child Left Behind Act]] of 2001 in the United States,<ref>{{Cite news|last1=Klein |first1=Alyson |title=No Child Left Behind Overview: Definitions, Requirements, Criticisms, and More |url=https://www.edweek.org/ew/section/multimedia/no-child-left-behind-overview-definition-summary.html |work=Education Week |archive-url=https://web.archive.org/web/20220826002830/https://www.edweek.org/policy-politics/no-child-left-behind-an-overview/2015/04 |archive-date=2022-08-26 |publisher=Editorial Projects in Education |location=Bethesda MD |issn=0277-4232 |oclc=07579948 |access-date=2018-07-02 |language=en-US}}</ref> student accountability in essential content areas such as reading, mathematics, and science has become a major area of focus in educational reform.<ref>{{Cite web|url=https://www2.ed.gov/nclb/overview/intro/execsumm.html |title=Executive Summary of the No Child Left Behind Act of 2001 |date=2007-11-20 |website=www2.ed.gov |language=en |access-date=2018-07-02}}</ref> As a result, test developers have needed to create tests to ensure all students, including those with special needs (e.g., students identified with disabilities), are given the opportunity to demonstrate the extent to which they have mastered the content measured on state assessments. Currently, states are permitted to develop two different types of tests in addition to the standard grade-level assessments to target students with special needs. First, the alternate assessment may be used to report proficiency for up to 1% of students in a state. Second, new regulations permit the use of alternate assessments based on modified academic achievement standards to report proficiency for up to 2% of students in a state. To ensure that these new tests generate results that allow valid inferences to be made about student performance, they must be accessible to as many people as possible. The Test Accessibility and Modification Inventory (TAMI)<ref>{{cite web |url=http://peabody.vanderbilt.edu/tami.xml |title=Peabody College of Education and Human Development | Vanderbilt University |publisher=Peabody.vanderbilt.edu |date=2012-07-30 |access-date=2012-08-13 |archive-url=https://web.archive.org/web/20110927114520/http://peabody.vanderbilt.edu/tami.xml |archive-date=2011-09-27 |url-status=dead }}</ref> and its companion evaluation tool, the Accessibility Rating Matrix (ARM), were designed to facilitate the evaluation of tests and test items with a focus on enhancing their accessibility. Both instruments incorporate the principles of accessibility theory and were guided by research on universal design, assessment accessibility, cognitive load theory, and research on item writing and test development. The TAMI is a non-commercial instrument that has been made available to all state assessment directors and testing companies. Assessment researchers have used the ARM to conduct accessibility reviews of state assessment items for several state departments of education.
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