Schulte, A. A. G., Elliott, S. N., & Kratochwill, T. R. (2000). Educators’ perceptions and documentation of test accommodations for students with disabilities . Special Services in the Schools , 16 (2), 35–56. https://doi.org/10.1300/J008v16n01_03
Schulte, A. A. G., Elliott, S. N., & Kratochwill, T. R. (2000). Educators’ perceptions and documentation of test accommodations for students with disabilities. Special Services in the Schools, 16(2), 35–56. https://doi.org/10.1300/J008v16n01_03
This study investigated differences in the accommodations that educators might offer to students with different disabilities.
Participants were 118 educators—teachers, state or district level directors of special education and assessment, school psychologists, consultants, counselors, and researchers. Participants included 92 educators from Wisconsin (U.S.) and 26 state education personnel from throughout the United States.
Participants completed packets that were either sent to them via mail or completed at workshops. Packets included case vignettes of students with different disabilities (learning disability and hearing impairment). Different assessment task descriptions were also provided: an eighth-grade math performance assessment task and a traditional, multiple-choice item math test. Participants completed the Assessment Accommodation Checklist (AAC) (Elliott & Kratochwill, 1998) to demonstrate which accommodations they considered helpful and fair for the given student, as well as a survey form evaluating the usefulness and relevance of the AAC.
Analysis of results indicated that educators did not recommend using more accommodations for students with severe impairments than for students with more mild disabilities. Educators recommended significantly more accommodations for use on a performance assessment task than on a multiple choice task. The accommodation category 'Providing Assistance During Administration' was rated as more helpful and fair on the performance assessment than on the multiple-choice assessment. The educators implied the AAC was useful for generating ideas and documenting accommodations used for students with disabilities.