Bruins, S. K. (2005). Investigating how students with disabilities receiving special education services affect the school’s ability to meet adequate yearly progress (Publication No. 3185562) [Doctoral dissertation, University of Idaho]. ProQuest Dissertations and Theses Global. https://www.proquest.com/docview/305011908
University of Idaho (Moscow, ID); ProQuest document ID: 305011908
The purpose of this study was to ascertain whether testing accommodations on a statewide assessment allowed students with disabilities to level the playing field versus students without disabilities. From among the 24 potential accommodations available, the participant group was provided all 24, often in varying combinations: alter time of day for testing, alternate setting, answering questions about directions and items, assistive (communication) technology, calculator, dictated response, explain directions, explain items, extended time, frequent breaks, individual administration, multiple days, multiple sessions, oral delivery live/in-person, oral delivery of directions only, preferential seating, prompt test-takers to maintain focus, provide extra examples, rereading directions, signed administration, simplified language, small group administration, specialized (low distraction) setting, and study carrel. Data were reported for each participants' specific accommodation/s used.
Students from three schools—elementary, middle, and high schools—in a suburban school district purposively selected to represent variation in socioeconomic status, location, and disability categories in Idaho (U.S.) participated. All statewide scores of the participants were analyzed. Participants were paired sets of students with and without disabilities in grade 4 (n=71), grade 8 (n=82), and grade 10 (n=89). Disability categories included learning disabilities, other health impairments, speech/language disabilities, and traumatic brain injury. Demographic statistics from the schools' populations were also reported.
Performance on the Idaho Standards Achievement Tests (ISATs) in reading, language arts, and mathematics in the spring of 2004 served as the dependent variables.
Participants with disabilities receiving accommodations scored similarly on average to participants without disabilities, and higher than the participants with disabilities who did not receive accommodations. Limitations of the study were reported, and future research possibilities were suggested.