Perspectives of stakeholders in assessment accommodations for autistic learners in grade 4 to 12

Abstract

Introduction Accommodations for assessment are important strategies to enable autistic learners to demonstrate knowledge of content learned. Examination policy guidelines direct educators and allied professionals in the recommendation of and implementation of assessment accommodations. Globally there is a paucity of information on reasonable assessment accommodations for autistic learners. There is also limited information regarding the perspectives of stakeholders for autistic learners in terms of their accommodation needs in assessment. Stakeholders, including autistic persons, can provide insight for the translation of educational policy to practice, as clinical practice and experiences can inform policy. This study described the perspectives of stakeholders in assessment accommodations for autistic learners in Grade 4 to 12 in South African schools. Methods Stakeholder perspectives were gathered using a researcher-designed, self-administered, web-based questionnaire in Qualtrics software. There were 92 participants across five stakeholder groups, being autistic adults, caregivers of autistic persons, educators, psychologists, speech-language therapists (SLTs), and occupational therapists (OTs). Results Results revealed that there was a limited awareness amongst respondents of the South African policy guidelines governing the implementation of assessment accommodations. The need for a wider range of assessment accommodations to provide for individual needs of learners was indicated, with specialised settings, use of noise-buffer/headphones, directions and prompts in simplified language, redundancy and use of a familiar administrator/invigilator being suggested as additional options. A wider range of assessment accommodations underpins the idea that educational programmes and practices must account for diverse learning profiles. Support of diverse learning profiles is the purpose of universal design. Universal design elements identified by respondents included, language supports, format and pre-assessment programmes. Conclusion This study contributes to the body of research on accommodating autistic learners within an inclusive environment. An expanded offering of accommodations is recommended including universal design options. Training and collaborations to improve awareness of assessment accommodations for autistic learners is recommenced. Changes to policy and practice are necessary to support the needs of the growing number of autistic learners in South African schools, and indeed all learners with communication, sensory and executive function needs.