The Relationship Between Instructional and Assessment Accommodations in an Inclusive State Accountability System

Abstract

We investigated the kinds of instructional and assessment accommodations students with disabilities receive, and the extent to which instructional accommodations match assessment accommodations. Most students who had IEPs in specific content areas received instruc tional accommodations in those areas, and there were no differences by disability type. We provide data on the specific types of accom modations used. Overall, students' assessment accommodations matched their instructional accommodations, though many student: received testing accommodations that had not been received in instruction. Implications are discussed for IEP teams who make decision: about instructional and assessment accommodations.

Get full access to this article

View all access options for this article.

References

Individuals with Disabilities Education Act Amendments of 1997, P.L. 105-17, 20 U.S.C. §1400 et seq.

Thurlow, M. , Seyfarth, A. , Scott, D. , & Ysseldyke, J. (1997). State assessment policies on participation and accommodations for students with disabilities: 1997 update (Synthesis Report 29). Minneapolis: University of Minnesota, National Center on Educational Outcomes.

Thurlow, M.L. , Elliott, J.L. , & Ysseldyke, J.E. (1998). Testing students with disability: Practical strategies for complying with state and district requirements . Thousand Oaks, CA: Corwin Press .

Tindal, G. , & Fuchs, L. (1999). A summary of research on test changes: An empirical basis for defining accommodations. Lexington, KY: Mid-South Regional Resource Center.

Ysseldyke, J. , Thurlow, M. , Erickson, R. , Gabrys, R. , Haigh, J. , Trimble, S. , & Gong, B. (1996). A comparison of state assessment systems in Kentucky and Maryland with a focus on the participation of students with disabilities (State Assessment Series, Maryland/Kentucky Report 1). Minneapolis: University of Minnesota, National Center on Educational Outcomes.