Jordan, A. S. (2009). Appropriate accommodations for individual needs allowable by state guidelines (Publication No. 3378147) [Doctoral dissertation, University of Cincinnati]. ProQuest Dissertations and Theses Global. https://www.proquest.com/docview/304851246

University of Cincinnati (Cincinnati, OH); ProQuest document ID: 304851246

After surveying teachers about accommodations issues, it was determined that the partial scribing method needed examination, so became a primary focus of this study. Other accommodations mentioned regarding perceptions of accommodations were those utilized by the student study participants—presentation, response, and setting, which included read aloud questions, scribe, and small group, among others.

Participants included 6 students, 5 parents, and 10 teachers in a district in southwestern Ohio (U.S.). One participant group were students in three elementary schools and two grade schools from grade 3 through grade 8. Ethnicity of the participant group is also reported. Student interviewees include 2 third grade students, 3 fourth grade students, and 1 seventh grade student. Of these 6 students, 5 of their parents also participated in interviews. Teacher participants were 10 special education teachers, and were interviewed.

Students' experiencing of the statewide test in math and reading was under study; in this qualitative study, there was no actual "dependent variable" as scores were not reported.

The findings of the study pertained to attitudes and feelings about accommodations by the participants, including students, parents, and teachers. For instance, students indicated relative comfort and familiarity with their being offered accommodations as they are similar in instruction and assessment settings, teachers indicated mixed understanding of students' perspectives yet full awareness of accommodations provided, and parents had mixed levels of understanding about accommodations provided to their children. Additionally, depth of experience about practices and their implications was elaborated, pertaining most directly to the perceived benefits and difficulties with the dictated response accommodation—"full scribe" and "partial scribe." Limitations of the study were reported, and future research possibilities were suggested.