Wood, R., & Happé, F. (2023). Barriers to tests and exams for autistic pupils: Improving access and longer-term outcomes . International Journal of Inclusive Education , 27 (5), 603–619. https://www.tandfonline.com/journals/tied20

Several accommodations—often termed "access arrangements" in England—on traditional paper tests (local, national, and classroom-based) were investigated: color contrast, dictated response (to scribes), early start and other extended time, large print, oral delivery by test administrator, prompter, rest breaks, separate low-sensory rooms, a transcript, use of technology such as a word-processor, and a mathematics apparatus.

Ten students with autism and their parents (n=10) from five mainstream primary schools in England participated, along with 36 educators (teachers, paraprofessionals, Special Educational Needs Coordinators (SENCOs), and other administrators). Parents of 63 students in the same classes as the students with autism also participated—including 50 parents of students without disabilities and 13 parents of students with other disabilities. Finally, 10 adults with autism from throughout England were interviewed.

Surveys were completed by students with autism and their parents, educators, and parents of other students. In addition, focus groups were conducted with parents of students with autism, and interviews were conducted with educators and autistic adults. Questions pertained to educational priorities in general, yet many were asked about test accommodations.

Students with autism often did not receive the test accommodations that they were entitled to, possibly due to a lack of knowledge about available accommodations among some educators. There were mixed opinions among parents and autistic adults about the value of testing and related stress for students with autism. More educator training on a broader range of accommodations was recommended, as well as reconsideration of test wording and format to be more inclusive of autistic students. The researchers suggested that addressing access barriers to testing, consulting with autistic students on their educational priorities, and providing appropriate accommodations could help improve academic outcomes for students with autism.