Altman, J. R., Cormier, D. C., Lazarus, S. S., Thurlow, M. L., Holbrook, M., Byers, M., Chambers, D., Moore, M., & Pence, N. (2010). Accommodations: Results of a survey of Alabama special education teachers (Synthesis Report No. 81). University of Minnesota, National Center on Educational Outcomes. https://nceo.info/Resources/publications/OnlinePubs/Synthesis81/default.htm

The accommodations examined were those reportedly being used in Alabama; they included many different accommodations naturalistically being offered in a state. Details about the frequency of use of specific accommodations were reported as findings.

A total of 2,336 special education teachers from across the state of Alabama (U.S.) responded to and completed an educator survey.

Data were collected for the dependent variable by a teacher survey that was designed to answer the following research questions: "1. Which factors influence IEP team decisions about how accommodations are used for instruction and assessment? 2. Are there differences in the factors and considerations identified by respondents for selecting instructional and assessment accommodations? 3. What are the most frequently used accommodations for instruction and assessment?" (p. 2).

The most commonly-endorsed consideration for making accommodations decisions in instruction comprised students' characteristics; in contrast, the most frequently-endorsed consideration in assessment was success in use of the accommodation in the classroom. Other considerations were also reported. Also, the most-used accommodation was small group or individual administration (67% of respondents), and the least-used is "templates" (2% of respondents). Other data on use frequency were also reported.