Accessibility

The educational design of the SLPT is based on principles of universal accessibility. The written instructions for each item, intended to guide the respondent in his or her approach, are accompanied by visual instructions. Thus, a respondent who is not sufficiently proficient to read the written instructions should be able to understand the task and answer the question. Visual instructions are provided for all items, including those in the advanced levels. This strategy creates a predictable virtual environment suitable for various types of learning.

Images have been included with the text or audio recording in the majority of items in proficiency levels 1 to 3. In some cases, the answer choices consist of numbers, images or even colours. An alternative text for each audio recording and image has been provided for in the editor.  

Accommodation for Students with Special Needs

Since the objective of the SLPT is to determine reading and listening proficiency, no writing support measure (screen reader) or oral support measure (audio transcription) has been provided for in the test. The allotted answer time for each item is regulated by the administrator.

The test is an objective measure of second language proficiency throughout the college network. We thus ask educational institutions not to adapt it, as we wish to avoid distortion of the data collected. 

The CCDMD development team would be pleased to discuss the development of an untimed replacement test, hosted on a separate virtual environment, to meet the needs of colleges having to accommodate groups of students with special needs.

The CCDMD can be reached at 514 873-2200 or info@ccdmd.qc.ca.