Are learning interaction or assessment accommodation implementation critical in improving the learning performance for college students with special needs?

Abstract

This study intended to identify if assessment accommodation or learning interaction are correlated with improving the students' learning performance. A questionnaire was administered to 288 Taiwanese college students with disabilities. The students were split into three groups: sensory special learning needs, physical special learning needs, and cognitive special learning needs. The study found that: (1) Various assessment accommodations were needed by the students with sensory and cognitive special learning needs. However, these accommodations were not critical for improving students' learning performance. (2) Learning interaction with teachers for assessment was the most critical correlated element for improving learning performance among students with special learning needs. Based on the research findings, assessment practices and further research implication are proposed.