Gibson, D., Haeberlie, F. B., Glover, T. A., & Witter, E. A. (2005). Use of recommended and provided testing accommodations I . Assessment for Effective Intervention , 31 (1), 19–36. https://doi.org/10.1177/073724770503100103
Gibson, D., Haeberlie, F. B., Glover, T. A., & Witter, E. A. (2005). Use of recommended and provided testing accommodations I. Assessment for Effective Intervention, 31(1), 19–36. https://doi.org/10.1177/073724770503100103
Audio recording device/software (Response); Autism; Background music or white noise; Braille; Breaks during testing; Calculation chart (static); Calculation device or software (interactive); Clarify directions; Color contrast device or software; Dictated response; Dictated response (scribe); Dictated response (speech recognition system); Educator survey; Electronic administration; Electronic administration; Electronic administration; Elementary; Emotional/Behavioral disability; Enlarged print (on paper); Examiner familiarity; Extended time; Individual; Intellectual disabilities; Learning disabilities; Lighting; Line reading device or software; Magnification device or software; Manipulatives; Mark answer in test booklet; Math; Middle school; Multiple accommodations; Multiple ages; Multiple day; Oral delivery; Oral delivery of directions only; Oral delivery, live/in-person; Paraphrasing; Physical supports; Prompting; Reading; Recorded delivery (audio or video); Reinforcement; Signed administration; Simplified language; Specialized setting; Spelling checker; Student reads aloud (to self); Technological aid; Text-to-speech device/software; U.S. context; Visual cues; Visual impairment (including blindness); Word processing (for writing)
Testing accommodations identified in students' IEPs or recommended by classroom teachers were investigated. Three domains of testing accommodations were examined: (1) accommodations recommended through the IEP process, (2) accommodations recommended by the teacher, (3) accommodations provided in the testing sessions. The researchers explored factors that potentially influenced the implementation of recommended testing accommodations.
A total of 163 grade 4 students and 191 grade 8 students from 15 schools throughout Wisconsin (U.S.) participated. All students were identified as having a disability including learning disability, cognitive disability, emotional behavioral disability (EBD), visual impairment, and autism. Thirty-nine teachers also participated.
Student participants completed research versions of the TerraNova Reading and TerraNova Mathematics tests; however, performance scores were not examined in this study. The Assessment Accommodations Checklist was used as a means of translating the IEP process from diverse school districts into a common framework.
The results of this descriptive study indicated that IEP teams and teachers consistently recommended certain accommodations over others. There were challenges to implementing some of the recommended accommodations. Future research possibilities were suggested.
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