Title page
Contents
Abstract 4
Acknowledgements 5
1. Introduction 8
2. Accommodating SEN in assessments: key definitions 10
2.1. What is an (effective) assessment accommodation? 10
2.2. Who should benefit from an assessment accommodation? 11
3. Students with SEN in the PISA population 14
3.1. Prevalence, recognition and accommodation of SEN students in PISA participating countries/economies 14
3.1.1. Availability of fine-grained data on students with SEN 14
3.1.2. Needs that are recognised and benefit from accommodations in national or subnational assessments 16
3.1.3. Most frequent reasons for accommodating students in national assessments 17
3.2. Exclusion of students with SEN from PISA 18
3.2.1. Process for identifying students with SEN in PISA 18
3.2.2. Process for deciding whether to exclude students with SEN from participating in PISA 19
3.2.3. Most frequent reasons for excluding students with SEN in PISA 19
3.3. Identifying priority needs to address in PISA 20
4. A mapping of accommodations used in PISA participating countries/economies 21
4.1. Accommodations used across countries/economies 21
4.2. Effectiveness of the most common accommodations for identified priority needs 24
4.2.1. Extended time 24
4.2.2. Small group or isolated administration 25
4.2.3. Multiple/frequent breaks 25
4.2.4. Read-aloud (human reader and text-to-speech) 26
5. Conclusion 29
References 31
Annex A. Sample description 35
Table 1. Accommodations allowed in PISA 2022 9
Table 2. The three main paradigms of disability and functioning 12
Table 3. Categories of difficulties that may constitute barriers in an assessment context 14
Table 4. Global and regional prevalence of disabilities among children aged 5 to 19 years old 16
Table 5. Mapping of accommodations used in PISA participating countries/economies by need 23
Table 6. Research evidence on the effectiveness of the most commonly used accommodations for the identified priority needs in PISA 28
Figure 1. Information system on students with SEN 15
Figure 2. Needs that are recognised and benefit from accommodations in national or subnational assessments 17
Figure 3. Most frequently accommodated needs in national assessments across countries/economies 18
Figure 4. Most frequent reason for excluding students with SEN from PISA across countries/economies 20
Figure 5. Causes for exclusion in PISA and reasons for accommodations in (sub-)national assessments 21
Annex Tables
Table A.1. Sample description 35