# data[].attributes.body
alternative to oral exam because of test anxiety

# data[].attributes.body
Two types:

Selective mutism: is an anxiety disorder where a person is unable to speak in certain social situations.

Total mutism: here, a person never communicates or talks with anyone.

# data[].attributes.body
Spectrum from aggressive to depressive behavior, students have different needs

# data[].attributes.body
Give louder students opportunity to speak and actively participate

# data[].attributes.body
Consider implementing a portfolio assessment system, where students can collect and showcase their work over time.

# data[].attributes.body
Positive classroom climate

# data[].attributes.body
Conduct one-on-one conferences with the student to assess their progress and provide feedback

# data[].attributes.body
Positive reinforcement of their success, effort and strengths

# data[].attributes.body
Encourage the use of alternative communication methods, such as writing, drawing, or using visual aids, to help the student participate in classroom activities and demonstrate their knowledge.

# data[].attributes.body
Utilize written assessments to evaluate the student's language skills.

# data[].attributes.body
Establish a safe and inclusive classroom environment that encourages open communication and reduces anxiety.

# data[].attributes.body
Hoh
- do not necessarily need sign language
- use of visual aids
- consider possible speech impediment
- use of audiovisual content is possible
- may have better chances to learn how to speak English

Deaf
- need interpreter (or lesson in sign language)
- may have difficulties reading and writing
- may focus on ASL
- teachers need more time to prepare materials

# data[].attributes.body
- pupils must sit with the back to the window
- teacher must face the students and talk to them directly
- teacher should not talk while writing at the board, pupils must see their lips and face
- teachers must repeat their tasks/requests
- visualization is important
- technical accommodation is important
- teachers’ gestures and mimics are important
- hearing breaks

# data[].attributes.body
Consider all kinds of learning products

# data[].attributes.body
let students record themselves at home and bring their recording to class in order to share
have an emotional support person (friend, speech therapist) with them in exams
later date for an oral exam if the student is unable to speak

# data[].attributes.body
Difficulty: crossing language modalities impacts the semantic equivalence of the assessment

# data[].attributes.body
Observe the student's non-verbal cues and behaviors to gain insights into their understanding and engagement.

# data[].attributes.body
- extended time
- separate room
- computer administration
- avoid oral exams
- no group assignments
- no listening comprehension
- Not always consider mistakes
- easy but not simple language (like used for pupils with FSP GE)
-teacher wears a MF plant

# data[].attributes.body
Help depending on the multiple forms of dyslexia: reading/spelling or reading & spelling

# data[].attributes.body
- focus in content rather than form
- don’t grade repeated mistakes
- written tests (e.g. vocabulary tests) can be done orally
- not grading at all
-exam on an electronical device

# data[].attributes.body
Presentations can be held at home

# data[].attributes.body
Scaffolding

# data[].attributes.body
Peer tutoring

# data[].attributes.body
Focus on individual process (Individual referencing or selfreferencing)

# data[].attributes.body
Help desks

# data[].attributes.body
Remedial teacher programs

# data[].attributes.body
Extra time for tasks/exercises/tests