Changes in the way tests are designed or administered to respond to the special needs of students with disabilities and English learners (EL). (Ed Source)
Adjustments made in the way tests are administered for some students with disabilities. For example, a blind student might have a test administered in Braille or might have someone read the questions aloud.
adaptations that include changes in teaching strategies and student response processes related to teaching and learning (i.e., extended testing time, assistive technology). Accommodations do not include changes in standards, task content, or test items.
Also known as “Reasonable Accommodations.†Changes in a work environment that allow a person with a disability to apply for, or perform the duties of, a job. These adjustments, frequently inexpensive, allow a person with a disability to have the same access to and benefits of employment as a person without a disability.
Changes in the administration of an assessment, such as setting, scheduling, timing, presentation format, response mode, or others, including any combination of these, that do not change the construct intended to be measured by the assessment or the meaning of the resulting scores. Accommodations are used for equity, not advantage, and serve to level the playing field. To be appropriate, assessment accommodations must be identified in the student's Individualized Education Program (IEP) or Section 504 plan and used regularly during instruction and classroom assessment.
Techniques and materials that allow individuals with disabilities to complete school or work tasks with greater ease and effectiveness. Typically, these accommodations serve to minimize the impact of the disability on the task at hand. Examples include spell checkers, tape recorders, and extended time for completing assignments.
Special educational considerations mandated by federal law for students with documented disabilities, such as extra exam time, an interpreter, special exam room.
Materials or methods that help people with LD to complete tasks successfully. Reasonable accommodations must be provided -by law- to people with diagnosed disabilities. Examples include extra work time, use of technology (tape recorder, computer) or changes in a work setting (like getting directions in writing or on tape).
Accommodations are the adaptations and supports provided to an individual with disabilities that assist them to overcome the effects of their disabilities. (See section 17(2) of Human Rights Code section, Application to the colleges)
Adaptations that remove barriers to enable equal participation. These are based on the premise that students with impairments should be neither disadvantaged nor advantaged relative to other students. Students can be treated differently if it is achieving equity.
Changes that can be made to the way students with disabilities are instructed and assessed. Accommodations can be made to instructional methods and materials, assignments and assessments, learning environment, time demands and schedules, and special communication systems. Special accommodations allowed for the Florida Comprehensive Assessment Test include response, presentation, setting, schedule, and assistive technology.
Changes that allow a person with a disability to participate fully in an activity. In education, accommodations could include changes in the way instruction is presented or in the way students respond to instructions. Testing accommodations might include, for example, the use of readers and/or scribes, extended time for taking exams, or availability of different test formats. The obligation to accommodate students means providing both physical and programmatic access. By law, accommodations must be made in the instructional process, and in testing and evaluation to ensure full and equal educational opportunity. Such alterations are provided to accommodate the student’s disability and provide equal opportunity to demonstrate competencies achieved.
changes in how a test or assessment is presented or in the response a test-taker gives (e.g., test format, response format, setting, timing, schedule); changes do not affect level, content, or performance criteria
A device, technology, service, or change that is made to the environment, work process, practices, or policies that support the full participation and productivity of a person with a disability.
techniques and materials that allow students to complete schoolwork with greater ease and effectiveness. Examples include spell checkers and additional time for assignments.
Changes in curriculum or instruction that do not substantially modify the requirements of the class or alter the content standards or benchmarks. Accommodations are determined by the IEP team and are documented in the student IEP.
Services or equipment to which a disabled person is legally entitled in order to obtain equal participation in and benefit from services, programs, and activities covered under Section 504 of the Rehabilitation Act and the Americans with Disabilities Act.
Accommodations are necessary changes in how testing is administered that will not significantly alter tested results. Changes may include modifications in presentation or response formats or special allowances in time for completion.
Accommodations are adaptations to a task that do not change what is assessed and do not alter the difficulty level of the math- or reading-related components. Each accommodation is based on the specific needs of the student. Occasionally, an accommodation is implemented on a group basis.
Accommodations are special adaptations made in an office, home, or other place so that a people with disabilities can do more things there. Basic accommodations could include helpful equipment, changes in the job schedule, special communication devices, or physical changes like ramps. For example, a person in a wheelchair may need to have desks raised up so they can fit the chair underneath, while a person with a mood disorder may need half an hour off to use sunlight-colored lamps. Under the Americans with Disabilities Act, all public places and businesses have to provide "reasonable accommodations" to persons with disabilities.
Alterations in the administration of standardized assessments such as NAEP, which are provided to certain students with disabilities (SD) and/or English language learners (ELL), as specified in the student's Individualized Education Program (IEP). For example, students assessed in small groups (as compared with standard NAEP sessions of about 30 students) usually received extended time. In one-on-one administrations, students often received assistance in recording answers (e.g., use of a scribe or computer) and were afforded extra time. Not all identified students with disabilities or English language learners were provided accommodations, and no accommodations were allowed that might alter the constructed being assessed (e.g., reading passages aloud was not an accommodation offered as part of the reading assessment because one of the goals of the assessment is to determine student ability in decoding text).
Options or adjustments made to instruction, materials, performance indicators and/or tests which provide the child with opportunities for success in the general education curriculum. (Examples: study guides, large print textbooks, functional sight vocabulary, the reading of test directions and questions to the student).
Public Schools are required to make adjustments to accommodate children and adults with disabilities.
Techniques and materials that allow individuals with LD to complete school or work tasks with greater ease and effectiveness. Examples include spellcheckers, tape recorders, and expanded time for completing assignments.
Accommodations are adjustments to the way a child learns a subject or the way he demonstrates learning. These are developed to help a child with a disability study the same subjects as other students. Accommodations might include the use of Braille, untimed testing for a child who reads or writes slowly, or having a textbook read to a student who cannot read.
Changes in how test is administered that do not substantially alter what the test measures; includes changes in presentation format, response format, test setting or test timing. Appropriate accommodations are made to level the playing field, i.e., to provide equal opportunity to demonstrate knowledge.
Classroom or work environment practices that allow an individual to more efficiently complete tasks. Allowing one to sit in the front of the class, extra time for tests, and use of a tape recorder during meetings are all examples of accommodation. Achievement Test A test built to measure what knowledge a person has acquired in a specific subject area (eg, reading or math). Also called educational tests.
Supports or services provided to help a student access the general curriculum and validly demonstrate learning.
are services or supports used to enable a student to fully access the subject matter and instruction. An accommodation does not alter the content or expectations; instead it is an adjustment to instructional methods. Accommodations should be specified in a studentâ€(tm)s IEP. Examples include books on tape, content enhancements, and allowing additional time to take a test.
The provisions made to allow a student to access and demonstrate learning. Accommodations do not substantially change the instructional level, the content or the performance criteria, but are made in order to provide a student equal access to learning and equal opportunity to demonstrate what is known. Accommodations shall not alter the content of the test or provide inappropriate assistance to the student within the context of the test. (A.C.R. R7-2-401)
Changes made in how a test is presented to the student taking the test or in how s/he responds. These can include several adaptations in format, settings, time or scheduling. The changes are not to substantially change the criteria on level of performance or the content of the test.
Changes made to the environment and/or teacher behaviour which supports a student's learning.
Techniques and materials that may help children with reading difficulties to complete regular curriculum. Examples of accommodations include books on tape and use of a word processor for writing.