Lovett, B. J., & Leja, A. M. (2013). Students’ perceptions of testing accommodations: What we know, what we need to know, and why it matters . Journal of Applied School Psychology , 29 (1), 72–89. https://doi.org/10.1080/15377903.2013.751477

The author reviewed existing literature on the perceptions, preferences, and reactions of students with disabilities regarding specific accommodations or accommodations in general. Most studies noted that common accommodations evaluated included extended-time, oral delivery (read-aloud), and some studies examined accommodations in the aggregate.

This is a literature review of 13 studies. Participants ranged from elementary through postsecondary levels in the U.S. education system, and exhibited various disabilities such as learning disabilities, attention-deficit hyperactivity disorder, and a variety of unspecified disabilities.

This was a review of literature, and there were no specific dependent variables reported. Students' perspectives were reported through interviews, focus groups, and surveys. Further, researchers described students' immediate reactions about accommodations in comparative conditions, and aspects of students' overall experiences, such as accommodations' effectiveness and helpfulness.

The authors argued that there are three main conclusions. Students with disabilities mostly reported their perceptions that accommodations benefit them in demonstrating their capabilities during tests. Students without disabilities also perceive accommodations as beneficial to them. Finally, when students did not experience benefits, the accommodations at issue were perceived as problematic, even distracting. The authors argued in support of seeking students' views and experiences of accommodations, and the value of this awareness in practice. Future research directions were suggested.