• Researcher
Email
edl@umn.edu
Phone
+1 612-624-7499
Address
Inst on Community Integration
Room 201 Pattee Hall [map]
150 Pillsbury Dr SE
Minneapolis, MN 55455

Erik Larson conducts research aimed at making tests and classes more accessible for students with disabilities and English learners. In his work for the DIAMOND (Data Informed Accessibility - Making Optimal Needs-based Decisions) and NCEO (National Center on Educational Outcomes) grants, he writes reports, researches state testing policies, and learns about teacher and student perspectives through interviews and surveys. Larson has a master's degree in Teaching English to Speakers of Other Languages (TESOL) from the University of Minnesota and teaches part-time at Minneapolis College.

Curriculum Vitae (pdf)

Projects

Project

National Center on Educational Outcomes (NCEO)

Provides national leadership in designing and building educational assessments and accountability systems that appropriately monitor educational results.

Project

Data Informed Accessibility - Making Optimal Needs-based Decisions (DIAMOND)

Intends to improve the validity of assessment results and interpretations for students with documented needs by developing guidelines for making informed decisions about accessibility features and…

Project

Improving Instruction for English Learners Through Improved Accessibility Decisions

Develops two professional development modules on accessibility and accommodations decision making for instruction and assessment for English learners. One module is for educators and the other is…

Products

NCEO Reports: Alternate Assessments for Students with Significant Cognitive Disabilities: Participation Guidelines and Definitions (#406)

This report documents the status of states' assessment participation guidelines and definitions of students with the most significant cognitive disabilities that were in place just prior to the…

Published: December 2017

NCEO Reports: 2018-19 Participation Guidelines and Definitions for Alternate Assessments based on Alternate Academic Achievement Standards (#415)

The purpose of this report is to provide an update on state participation criteria and guidelines for alternate assessments based on alternate academic achievement standards (AA-AAAS). In this…

Published: October 2019

White Paper on Common Accessibility Language for States and Assessment Vendors

This White Paper by DIAMOND project staff addresses the issue that different test platforms use different terminology for the accessibility features and accommodations that they offer to students,…

Published: June 2016

Informe sobre el desarrollo de un lenguaje común de la accesibilidad para los estados y proveedores de evaluaciones

Spanish translation of the report, "White Paper on Common Accessibility Language for States and Assessment Vendors."

Published: February 2017

Educators' Experiences With and Attitudes Toward Accessibility Features and Accommodations

A report from the DIAMOND project that explores the results of an online survey about educators' familiarity with and attitudes toward accessibility features and accommodations.

Published: September 2017

Data Informed Accessibility: A Review of the Literature

The purpose of this literature review is to: (a) summarize the shift that has occurred in approaches to accessibility in testing (including the paradigm shift of what accessibility for all students…

Published: September 2017

Educators' Perspectives on Classroom Implementation of Accessibility Features and Accommodations

A report from the DIAMOND project on phone interviews conducted with educators to highlight effective practices being used to implement accessibility features and accommodations in their classrooms.

Published: May 2018

Student Demonstrations of their Use of Accessibility Features and Accommodations

This report presents information from a study by the Data Informed Accessibility—Making Optimal Needs-based Decisions (DIAMOND) project that examined classroom use of accessibility features and…

Published: June 2019

Additional Educators’ Perspectives on Classroom Implementation of Accessibility Features and Accommodations

A second report from the DIAMOND project on phone interviews conducted with educators to highlight effective practices being used to implement accessibility features and accommodations in their…

Published: April 2019

A Summary of the Research on Test Accommodations for English Learners and English Learners with Disabilities: 2010-2018

The purpose of this literature review is to examine the published English learner (EL) accommodations literature between 2010 and 2018 to provide an updated overview of research trends on this…

Published: 1/8/2020