Smith, D. W., & Amato, S. (2012). Synthesis of available accommodations for students with visual impairments on standardized assessments . Journal of Visual Impairment & Blindness , 106 (5), 299–304. https://doi.org/10.1177/0145482X1210600505
Smith, D. W., & Amato, S. (2012). Synthesis of available accommodations for students with visual impairments on standardized assessments. Journal of Visual Impairment & Blindness, 106(5), 299–304. https://doi.org/10.1177/0145482X1210600505
A list of several accommodations was developed based on literature for best practices for the education of children with visual impairments. Then state (U.S.) testing policy and procedures manuals were reviewed to see if each accommodation was allowed, allowed in individual circumstances, or not allowed.
Not applicable for this policy review and description of incidence rate of accommodations.
Only two of five timing and scheduling accommodations were specific to students with visual impairments, though it was not often stated explicitly that these students may need such accommodations. Most states provided small group and lighting adjustment accommodations, though these were not unique for students with disabilities. Most states allow scribes or other necessary response modifications, though it was surprising that electronic note-takers or PDAs are not more widely used. All states provided braille and large-print accommodations for students with visual impairments, but fewer allow an abacus or talking calculator even when other students are allowed to use scratch paper. Other presentation accommodations are allowed even less frequently. The authors conclude that there is some lack of vision-specific accommodations in state manuals, which may present challenges for students with visual impairments. More documentation from teachers, parents, and professionals arguing for the appropriateness of certain accommodations for individual students is needed. Limitations of the study were reported.