Kuti, L. (2011). Accommodations for English language learners with disabilities on federally mandated English language proficiency assessments (Publication No. 3468551) [Doctoral dissertation, Virginia Commonwealth University]. ProQuest Dissertations and Theses Global.

large print booklet, magnification or low vision aid, braille, audio amplification, computer assisted, scribe, modified presentation format, other approved accommodation (encouragement, example test questions), modified timing, modified test directions

ELLs who took the English Language Proficiency Test in Virginia during the 2009-2010 school year

Analyzing data from the WIDA ACCESS test on accommodations given to EL’s with disabilities taking the test this study found that Modified Test Directions, Modified Timing/Scheduling, Other Accommodation, and Modified Presentation Format were the most commonly offered accommodations. Further they found that there is a relationship between primary disability category and the type or likelihood that a student will be offered a specific accommodation. Finally, the study found that there was no statistically significant effect of accommodation use on test scores for students with disabilities who took the ACCESS test, meaning that using accommodations (or at least being offered) accommodations did not improve student test scores when accounting for other variables. The author suggests this may be related to the time constraints put on testing sessions.