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Exploring the Appropriateness of Test Accommodations for Chinese University Students with Hearing Impairment

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Abstract

This research evaluates the appropriateness of test accommodations among Chinese university students with hearing impairment, using reliability estimates and exploratory factor analysis. Study 1 explores the appropriateness of test directions accommodation for one nonverbal assessment (Group Embedded Figures Test) and two verbal assessments with increasing linguistic complexity levels (the Conceptions of Learning Inventory III and the Thinking Styles Inventory-Revised II) among 213 participants. Study 2 examines the appropriateness of combining test directions accommodation with language accommodation for the two revised verbal assessment, among a second sample of 366 participants. Results show that test directions accommodation was appropriate for nonverbal assessment, while the combination of test directions accommodation and language accommodation was more suitable for less linguistically complex verbal assessment. The limitations and significance of the study and implications for future studies are discussed.

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Funding

This manuscript is financially funded by self-determined research funds of CCNU from the colleges’ basic research and operation of the Chinese Ministry of Education (MOE) (Project number: CCNU19TD008).

This manuscript is partially funded by the Chinese State Committee on Language Work’s research project entitled “The application research of Speech-Generating Device in the employment transition for students with intellectual disability” (Project number: YB135-88).

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  1. Central China Normal University, Wuhan, Hubei, China

    Sanyin Cheng

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  1. Sanyin Cheng
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Cheng, S. Exploring the Appropriateness of Test Accommodations for Chinese University Students with Hearing Impairment. J Dev Phys Disabil 32, 599–616 (2020). https://doi.org/10.1007/s10882-019-09708-x

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