Specialized Instruction

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Common testing accommodations, modifications, and adaptations

Most students with disabilities can benefit from some level or type of accommodation on both teacher-made tests and standardized assessments. These accommodations should be noted in the IEP so that students will be permitted to have them during assessments such as the ACT and SAT. Most importantly, no accommodation should be used for state, district, or college entrance exams unless the student has had an opportunity to use these on teacher-made tests. Using accommodations properly requires explicit instruction, practice in low-risk situations, and a high level of comfort with the accommodation.

Presentation format

Oral reading of tests
Oral explanation of directions
Provide a Braille copy of test
Provide a large-print copy
Use of magnifying equipment
Use computer to read questions and write answers
Use sign language to present directions and/or questions

Response format

Mark responses on test page or booklet
Use template for responding on a Scantron sheet
Point to response so that helper can mark the answer sheet
Give response orally
Use computer for responses
Respond in sign language so helper can write answers to essays or mark on answer sheet

Setting of test

Alone, in carrel/another room
In small groups
In special education class
At home for chronically ill students

Timing of test

Give extended time
Provide for additional breaks
Give sections of the test over several days

Source:
Thurlow, M.L., Ysseldyke, J.E., & Silverstein, B. (1995). Testing accommodations for students with disabilities. Remedial and Special Education, 16(5), 260-270.

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