Considerations in the Use of Nonapproved Accommodations

Thurlow, Martha L.; Wiener, Daniel J.

doi:10.1177/073724770102600206

Cited by 3 publications

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“…Little research exists to guide secondary regular or special educators’ instructional accommodation practices (Byrnes, 2008). Most research-validated methods for providing accommodations are designed and assessed in elementary school classrooms (see Thurlow, 2001). What’s more, the vast majority of research and policy guidance on accommodations concerns assessment and not day-to-day classroom instruction.…”

Section: The Secondary Context: Unique Challengesmentioning

confidence: 99%

An Accommodations Model for the Secondary Inclusive Classroom

Scanlon

Baker

2012

Learning Disability Quarterly

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Despite expectations for accommodations in inclusive classrooms, little guidance for effective practice is available. Most accommodations policies and evidence-based practices address assessments. High school regular and special educators collaborated in focus groups to articulate a model based on their practices and perceptions of best practice. The model addresses classroom accommodations identification, provision, and evaluation. The model is particularly appropriate for cotaught classrooms with high enrollments of students with high incidence disabilities.

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Section: The Secondary Context: Unique Challengesmentioning

confidence: 99%

An Accommodations Model for the Secondary Inclusive Classroom

Scanlon

Baker

2012

Learning Disability Quarterly

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National Reporting and Students with a Disability in the United States and Australia

Dempsey

2002

Australas. j. spec. educ.

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In many Western countries in the past two decades, there has been considerable general education reform, typically with increased educational accountability through national reporting. The major features of this accountability process, as it has occurred in the United States, are described, with an emphasis on what this has meant for students with a disability. Key features of the process include the provision of significant federal funding contingent on the achievement of specified outcomes; the introduction of a widespread testing regime using standards-based assessment and the reporting of these outcomes at the state, district and school level; and providing access to the regular curriculum to students with a disability unless there is a good reason not to do so. The education reform process in Australia is also described and contrasted with the US movement. A conclusion of the discussion is that the Australian states and territories have been reluctant participants in the reporting process for students with a disability, and that leadership by the Commonwealth is the only likely avenue by which improvements in reporting for these students may come about.

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Overview of Test Accommodations

Bielinski¹

2001

Assessment for Effective Intervention

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The impetus for providing a large array of test accommodations is to ensure that all students with disabilities can meaningfully participate in state and district assessment systems. The range of accommodation options varies across states, as do the characteristics of students receiving accommodations. Data from several states now indicate that about 50% of those participating in general assessments do so with accommodations (Bielinski, Ysseldyke, Bolt, Friedebach, & Friedebach, this issue; Elliott, Bielinski, Thurlow, DeVito, & Hedlund, 1999; Trimble, 1998). However, there is other evidence of considerable variability in rates (Thompson & Thurlow, this issue). Data from states that track accommodation use indicate that the majority of students receiving accommodations are students with learning disabilities. This is not surprising, since roughly 50% of students identified with a disability are classified as having a learning disability. Since test results are to be disaggregated for students with disabilities, many of whom use accommodations, it is important to demonstrate that scores obtained from accommodated administrations accurately reflect achievement.

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Considerations in the Use of Nonapproved Accommodations

Cited by 3 publications

References 1 publication

An Accommodations Model for the Secondary Inclusive Classroom

An Accommodations Model for the Secondary Inclusive Classroom

National Reporting and Students with a Disability in the United States and Australia

Overview of Test Accommodations

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