Special accommodations
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Special accommodations full#
Additional research will be needed to address technical issues around test measurement and use of the full range of accommodations. Such a policy is critical, especially for high-stakes tests.
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State policy which allows IEP teams to consider the full range of accommodations, including those utilized in classroom instruction, such as a reader for all subjects, will best protect against discrimination in test administration. These issues become most apparent when the accommodation is closely related to the skill being assessed (i.e., reading a reading test). It is important to acknowledge that use of some types of accommodations can be controversial. However, the following brief description of the kinds of accommodations used across the country may be useful as IEP teams consider the full range of accommodations that may be needed to provide students with disabilities full and equal opportunity to participate in assessment programs. Since it is impossible to itemize all the possible situations that may accompany a particular disabling condition in relation to a particular test or test item, a comprehensive listing of every possible testing accommodation that may be appropriate is not possible. Although states have wide-ranging policies regarding the type of accommodations available for assessments and their usage, it is important to note that test modifications must be based on individual student needs. The list was drawn from a review of state policy documents developed by the 47 states currently administering state assessments. In an effort to assist educators, parents, and policymakers as they move toward full participation of students with disabilities in state and district-wide assessment programs, the PEER Project compiled the following examples of accommodations. To ensure that their participation in testing is adequately considered, IDEA now requires IEP teams to include a statement of individual modifications and accommodations students with disabilities need to participate in state and district-wide assessments. These higher expectations for students with disabilities have increased attention to providing the accommodations students need to have full and equal access to educational opportunities in instruction and testing. IDEA raised the standards for students with disabilities by requiring that they have access to the general education curriculum, and by requiring that they be included in state assessment programs with appropriate accommodations. The Individuals with Disabilities Education Act Amendments of 1997 (IDEA) further reinforce the requirement to include students with disabilities in regular education reform initiatives. This legislation specifically includes students with disabilities in its call for much higher standards of learning for all students. The Goals 2000: Educate America Act, national school reform legislation signed into law by President Clinton on March 31, 1994, specifies important goals and principles applicable to all students. Education reforms designed to improve educational results for all students have been initiated at federal and state levels throughout the 1990s.