[[abstract]]This research was intended to evaluate if blind students acquire equity and equality through the use of test accommodation of the Basic Competence Test for junior high students. We adopted case study to observe problem solving process of totally blind students when they take mathematical Braille items of the Basic Competence Test. We hoped to investigate external factors like extended testing time and presentation format affect on performance of blind students, and also hoped to investigate if any internal factors also had effect. The primary purpose of this research is to investigate any factor affect on performance of totally blind junior high students in mathematics of the Basic Competence Test. This research was divided into two studies. In study one, we adopted case study design to observe and interview three blind ninth-graded students to participate the Basic Competence Test in mathematics, and test time was without limit. We wanted to get information about the effect of the use of presentation format accommodations on test and how to affect on performance of blind students. In study two, situation was similar with study one, but time was limited in one hour. The result of study two about problem solving velocity and correctness of answer were used to supplement the result of study one. Because of the small sample size, data analysis was performed mostly by means of descriptive statistics, and qualitative case study method. As a result, we can find some factors affect on performance of totally blind junior high students in mathematics of the Basic Competence Test: 1.External factor---time: three blind students average spent 2.6~3 minutes for each item, and they average needed 3.66 minutes to solve item with diagrams. So needed test time of blind students is 1.5 times as needed test time of common students. Although blind students can ask an extra 20 minutes for test, but time is still not enough. 2.Other external factor: (a) enlarged tactual diagram is difficult to percept entirely; (b) perception of principle picture and background is disturbed by degree of thickness of lines and checker; (c) tilted or unclear Braille is difficult to identify; (d) divided complex diagram impede problem solving; (e) some items were not presented on single page in result of decreasing reading velocity of blind examinees or reading wrong item; (f) difficulty from mathematical Braille; (g) difficulty from three-dimensional drawing. 3.Internal factor: mathematical knowledge, schema knowledge of problem, exploring ability of diagram, and habit of problem solving. According to the result of this research, we can provide suggestions for test accommodation policy of the Basic Competence Test for junior high students. Test time should change with the quantity of diagram of the test. Because of difficulty from identifying background and principle picture by touch, diagram should be simplified to percept easily without change target of evaluation. And three-dimensional drawing should be deleted. The suggestions for teaching of teacher are to advance blind students learning mathematical concepts and exploring ability of diagram.
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