Universal Design for Learning in Assessment: Supporting ELLs with Learning Disabilities

Thomas A. Delaney; Maiko Hata

doi:10.5294/laclil.2020.13.1.5

Autores/as

Thomas A. Delaney Autor/a University of Oregon http://orcid.org/0000-0002-2778-0540
Maiko Hata Autor/a Willamette Education Service District http://orcid.org/0000-0002-2688-5957

DOI:

https://doi.org/10.5294/laclil.2020.13.1.5

Palabras clave:

Dificultad en el aprendizaje, diseño universal, diseño universal para el aprendizaje, DUA, valoración, evaluación, enseñanza superior.

Resumen

Diseño universal para el aprendizaje en la evaluación: apoyo a los ELL con dificultades de aprendizaje

Design universal para a aprendizagem na avaliação: apoio aos ELLs com dificuldades de aprendizagem

Estudiar inglés es un desafío y, para muchos estudiantes, las discapacidades de aprendizaje no diagnosticadas pueden representar una seria amenaza para su éxito. Los más recientes estudios indican que, hasta un 10 % de la población mundial tiene una discapacidad no aparente, como el autismo o la dislexia. Al mismo tiempo, pocos profesores de aprendices de inglés (ELL) en educación superior han recibido entrenamiento en discapacidades de aprendizaje y, a menudo, no están seguros de cómo apoyar a los alumnos que parecen tener otros desafíos. Esto es particularmente cierto en lo que respecta a la evaluación, ya que los instructores a menudo se basan en herramientas tradicionales que podrían afectar negativamente la validez de los resultados de la evaluación. En esta breve reflexión, los autores comparten cómo los instructores pueden aplicar los principios del Diseño Universal para el Aprendizaje (DUA) a sus prácticas de evaluación para apoyar a los estudiantes con discapacidades, independientemente del estado de diagnóstico. Luego, los autores proporcionarán una descripción general de la teoría DUA, que propone que los estudiantes con discapacidades a menudo se benefician más con adaptaciones en representación, expresión y participación que pueden beneficiar a toda la clase. La mayor parte del artículo se centrará en estrategias prácticas específicas para implementar la DUA dentro de la evaluación en la educación superior. Dichas estrategias incluyen desarrollar la función ejecutiva, implementar evaluaciones multicanal y aprender sobre los estudiantes a través de un “ciclo de evaluación”.

To reference this article (APA) / Para citar este artículo (APA) / Para citar este artigo (APA)

Delaney, T. A., & Hata, M. (2020). Universal design for learning in assessment: Supporting ELLs with learning disabilities. Latin American Journal of Content & Language Integrated Learning, 13(1), 79-91. https://doi.org/10.5294/laclil.2020.13.1.5

Received: 16/10/2019

Accepted: 25/02/2020

Published: 28/08/2020

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Biografía del autor/a

Thomas A. Delaney, University of Oregon

Thomas Delaney has taught in Korea, Japan, Colombia, Turkey, New Zealand, and the United States. In addition to teaching English for academic purposes at the American English Institute, University of Oregon, he regularly teaches courses in the teacher training program and is involved in program administration. In addition to being interested in all aspects of language teaching and program administration, his research agenda currently focuses on issues related to assessment, such as how to set standards for placement tests and how to implement effective test specification and evaluation procedures in language programs. He also has on ongoing interest in the relationships between individual learner differences and language learning.

Maiko Hata, Willamette Education Service District

Since completing her master’s degree in TESOL, Maiko Hata has taught and advised international students for over twenty years, including as a Senior Instructor at the University of Oregon. Her research focus has been assisting ELLs with disabilities, which led her to pursue another graduate degree in special education from the University of Oregon. Maiko led the creation of the newest TESOL Interest Section, Supporting Students with Disabilities (SSDIS), which she currently chairs. Her past publication and teacher training workshop topics include assisting international students with disabilities within higher-education contexts and collaborating with teachers for better program management. She currently serves children with disabilities, focusing on bilingualism, communication challenges, and autism.

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