Alternate assessments have many accessibility features incorporated into their design, but some students who take alternate assessments still will need accommodations to access them. Accommodations are changes in the materials or procedures of the assessment that do not alter the construct being measured. The accommodations in a student’s IEP that are consistent with the accommodations policy for the assessment support student access to the test and allow them to demonstrate their knowledge.
Who makes decisions about accessibility features and accommodations for an AA-AAS?
Accommodations decisions need to be made by people who know the educational needs of the student. Individualized Education Program (IEP) teams must make decisions for students with significant cognitive disabilities who participate in the alternate assessment based on alternate achievement standards (AA-AAS). The IEP team should include the student and a parent. General education teachers can provide input on accommodations decisions, even if they are not members of the IEP team.
For English Learners (ELs) with significant cognitive disabilities, it is important that an English as a Second Language or bilingual education professional serve on the IEP team so that decisions take into account both the student's disability and language learning needs.
NCEO is supported primarily through a Cooperative Agreement (#H326G160001) with the Research to Practice Division, Office of Special Education Programs, U.S. Department of Education. Additional support for targeted projects, including those on English learners, is provided by other federal and state agencies, and other educational organizations. The Center is affiliated with the Institute on Community Integration at the College of Education and Human Development, University of Minnesota. Opinions expressed on this website do not necessarily reflect those of the U.S. Department of Education or Offices within it.