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

  • Michael Davies (a1)
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for all; however, in relation to NAPLAN, almost 5% of students, many of whom have disabilities, are either exempt or withdrawn.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.

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Corresponding author
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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Australasian Journal of Special Education
  • ISSN: 1030-0112
  • EISSN: 1833-6914
  • URL: /core/journals/australasian-journal-of-special-education
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