The dual purposes of this study were (a) to determine the knowledge level of teachers regarding modifications allowed for pupils with disabilities on required tests, and (b) to determine whether or not this knowledge level varies between regular and special educators. Sixty teachers responded to questions about the permissibility of 51 possible test modifications for pupils with disabilities on statemandated criterion-referenced tests. The results indicate that teachers were not very knowledgeable about which modifications are allowed, and with few exceptions, special educators were no more informed than regular educators.
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