Rickey, K. M. (2005). Assessment accommodations for students with disabilities: A description of the decision-making process, perspectives of those affected, and current practices (Publication No. 3202960) [Doctoral dissertation, University of Iowa]. ProQuest Dissertations and Theses Global. https://www.proquest.com/docview/304989777

University of Iowa (Iowa City, IA); ProQuest document ID: 304989777

This study sought information regarding the awareness, attitudes, knowledge, and skills of those responsible for implementing accommodations use on statewide assessments. 

The study was a multiple-case study design using three schools with exemplary practices in providing testing accommodations. The members from a total of nine IEP teams, including nine students with (unspecified) disabilities, participated from three junior high schools or middle schools in a state in the Midwest (U.S.).

Data were collected from multiple sources, including individual interviews, document analyses, and observations.

Little discussion of accommodations occurred, rather, accommodations were listed and accepted. The researchers noted that accommodations frequently discussed included: oral delivery, extended time, and small group administration. The special education teacher was recognized by all groups as the person most responsible for suggesting accommodations. Factors considered most frequently when making accommodations decisions were previous accommodations and the desire to reduce stress and anxiety. Classroom accommodations were only loosely connected to decision making. District and state guidelines and training in the use of accommodations was lacking, and participants were generally unable to cite guidelines. Limitations of the study were reported, and future research possibilities were suggested.