Five of the Most Frequently Allowed Testing Accommodations in State Policy

Abstract

In the past, students with disabilities were frequently excluded from statewide testing. With changes in federal laws, states are seeking ways to increase the participation of students with disabilities in testing. Many have developed lists of allowable accommodations to facilitate participation. Although there has been an increase in research on how accommodations can aid in the measurement of skills among students with disabilities, many questions remain unanswered. The degree to which accommodations may compromise the integrity of tests is not clear. As a result, accommodation decision making is difficult. A review of research on 5 frequently allowed test accommodations (dictated response, large print, Braille, extended time, and sign language interpreter for instructions) was conducted; 36 studies were identified. Results indicate mixed support and nonsupport for providing these accommodations to students with disabilities. Guidelines for effective accommodation decision making and administration are discussed, and recommendations for future research are given.

Identifying Canadian teacher candidates' needs for training in the use of inclusive classroom assessment

“…This statement is contradictory to previous research recommending that there should be alignments among accommodations for learning, and those are to be used for classroom-based, large-scale assessments (Bolt and Thurlow 2004;Ketterlin-Geller et al 2007;National Research Council 2004;Thurlow, Christensen, and Lail 2008). This guideline can ensure that those accommodations used in classroom and large-scale assessments do not threaten test validity.…”

Private room as a test accommodation

“…Such accommodations are made for students with verified disabilities who demonstrate impairment or limitations that prevent them from accessing a test in a standard manner (e.g. Bolt and Thurlow 2004;Fuchs et al 2000). The US, UK and many other progressive countries have legislation that ensures equal access to school or work programmes for persons with disabilities, including access to examinations.…”

Effects of linguistic complexity and accommodations on estimates of ability for students with learning disabilities

“…Assessment accommodations involve changes to test presentation, timing, setting, or response format intended to allow students with disabilities access to the content of the test (Bolt & Thurlow, 2004). Accommodations are thought to "even the playing field" for students with disabilities so that they have access to the same test content as students without disabilities.…”

“…IDEA, along with guidelines from Section 504 of the Americans with Disabilities Act, requires that schools accommodate students with disabilities to allow them to access an appropriate education. In current practice, accommodations are frequently given to allow students with disabilities to access test material and meaningfully participate in high-stakes assessment (Bolt & Thurlow, 2004). Under IDEA, any student with an Individualized Education Program (IEP) plan must be allowed to receive accommodations specified in classroom instruction, on classroom assessments, and on standardized assessments.…”