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Exploring alternative assessments for signing deaf candidates
Author(s) -
O'Neill Rachel,
Cameron Audrey,
Burns Eileen,
Quinn Gary
Publication year - 2020
Publication title -
psychology in the schools
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.738
H-Index - 75
eISSN - 1520-6807
pISSN - 0033-3085
DOI - 10.1002/pits.22326
Subject(s) - sign language , psychology , accommodation , language interpretation , sign (mathematics) , face (sociological concept) , interpretation (philosophy) , deaf education , raising (metalworking) , linguistics , pedagogy , mathematics education , mathematical analysis , philosophy , geometry , mathematics , neuroscience
Abstract Attitudes to sign languages or language policies are often not overtly discussed or recorded but they influence deaf young people's educational opportunities and outcomes. Two qualitative studies from Scotland investigate the provision of British Sign Language as accommodation in public examinations. The first explores the views of deaf pupils and staff about the official system for face‐to‐face interpretation of exam papers. The second investigates a centrally translated digital paper with embedded video questions. Discussion focuses on contrasts between the USA and UK approaches to accommodations, raising issues of standardized technical terms in signed languages, the right to respond in sign, and candidate choice.