Activity 1.2 - Ch. 2 Accommodations Made for Testing Students with Exceptionalities

Activity 1.2
Discussion Prompt: Describe several accommodations that can be made for testing students with disabilities.

The Individuals With Disabilities Education Improvement Act (IDEA—2004) sanction the need for accommodations in statewide testing for students with disabilities (Lerner & Johns, 2012, p. 65). These accommodations for students with disabilities must be stated within their individualized education plan (IEP). However, students must be assessed, whereby critical information must be gathered about them in order to make meaningful and purposeful decisions for instructional strategies and teaching methods (Lerner & Johns, 2012, p. 72). In addition, teachers must support and guide students when implementing effective accommodations, holding all students fairly accountable. Thus, several accommodations that can be made for common assessments are timing, presentation, presentation, and response. (Lerner & Johns, 2012, p. 66)

An accommodation that I receive for testing is the extension of time to complete the test. During college, I received double the amount of time to complete a test as the class received. Some other examples for timing accommodations are altering the time of day a test is taken, providing frequent breaks during the tests, and/or administering the test in several periods or days. I found this accommodation very helpful for my disability because my auditory processing makes it longer to process. Thus, the extension of time provided an ample amount for me to comprehensively complete the test. As a teacher that administers test, I sometimes administer the test at a different time of day or in several sessions of the day for a student with a high hormonal imbalance. This student was diagnosed to have a high hormonal imbalance this month, and allowing a break or altering the time for her has improved her test score and overall testing experience. (Lerner & Johns, 2012, p. 66)

A second accommodation that is made during testing is the change of or alteration to the setting. For all tests in my classroom, students have individual privacy shields, which make the environment less distracting for them. Some other forms of accommodations to the setting are administering the test in a different room without distraction. For example, I completed my tests in a white room without other people or posters to distract me. There was an ample number of scratch paper, sharpened pencils, pens, and utensils permitted to ease the stress and anxiety I already had of retaining, comprehending, and delivering of the information taught on the test provided. A frequent form of assessment within the first grade is small group assessments. I have my students teach one another and demonstrate their knowledge during centers. This form of assessment allows for me to adapt to the needs of each child, and continually monitor the mastery of skills. (Lerner & Johns, 2012, p. 66)

Presentation is a key accommodation because it allows students to effectively demonstrate their knowledge of the information. The presentation of the test may not provide accurately measured scores. Thus, CDs or audiocassettes, enlarged print, computers to read the test, or magnification devices are some ways the presentation can be accommodated. As a teacher of first grade students, many students struggle with listening skills. To accommodate this weakness I repeat the direction, restate the directions in two formats, and/or read the test aloud. (Lerner & Johns, 2012, p. 66)

The response of assessments is accommodated in several ways. The accommodated responses of testing must allow students with disabilities to use separate sheets or assistive technology to record answers, for example. Using a word processor, tape recorder, booklet, and dictation are examples of accommodated responses for students with disabilities. (Lerner & Johns, 2012, p. 66)

In summary, it is important to implement the timing, presentation, presentation, and response of assessments. Individualizing assessments for the unique individuals within one’s classroom is key. By using theses accommodations for assessments, students are monitored effectively and monitored on individual progress and measurement.