Assessment Accommodations: Case Studies
| Related References |
|
|
States recognize the importance of the Individualized Education Program (IEP) and the IEP team in making decisions about accommodations for individual students. Consider the following examples.
Case Study: Visual-
Motor Coordination Difficulties
Brittany is a conscientious high school student with visual-
motor coordination difficulties. In the classroom, her disability interferes with her ability to transfer information
from the chalkboard or overhead to a paper on her desk. It
also is hard for her to copy information from a book onto
a piece of paper; typically, she loses her place in the book.
One of the accommodations that Brittany's teacher has
found helpful is to let Brittany write all answers in her
textbook or activity book, rather than on a separate sheet.
Her IEP team uses this information when considering possible accommodations for Brittany on the upcoming state
assessment. The team decides there is sufficient evidence
that Brittany will not be able to track from a test booklet
to a test response form.
Because Brittany has been successful using the response accommodation of marking in the actual booklet, the team decides this also is an appropriate accommodation for her on the state test.
Case Study: ADHD
Ten-year-old Trevor will be taking
the state assessment for the first
time. His classroom teacher has
expressed a concern to other IEP
team members that due to his hyperactivity and distractibility,
Trevor will be unable to work continuously for a typically administered portion of the test (15-20
minutes). The team discusses information that documents Trevor's
ability to work in a study carrel
and his positive response to teacher
cues that redirect his attention
back to the task. Based on this information, the IEP team decides
that Trevor should take the test in
a study carrel with teacher
prompts. Based on numerous
classroom observations, the school
psychologist shares his concerns
that Trevor's accommodations
may distract other students who
are taking the test, and he should,
therefore, be placed in a separate
setting for the assessment.
Because the test is not scheduled to happen for 2 months, the classroom teacher agrees to try the following accommodation: Trevor begins using a study carrel during regular classroom assessments. The teacher observes whether these accommodations are distracting to others. The team will make a decision regarding a setting change at the next meeting.
Case Study: ESL, Visual Disability
Twelve-year-old Antonio is new to
the school this year. In addition
to speaking English as a second
language, Antonio has a visual disability that limits his ability to see
printed text. During class sessions
where the assignment is to work
in texts and activity books, Antonio uses a magnification device. The
IEP team agrees that Antonio
should be able to use his magnifcation device for the statewide
test. They also note that Antonio
tends to respond better on tests
when they are presented in his first
language, Spanish.
After much discussion, the team decides that Antonio will use the following accommodations: offer Antonio the test in Spanish, have the test pre- recorded on audiotape, allow the use of a magnification device, and permit directions to be reread and restated in Spanish.
Excerpted from Assessment Accommodations Toolkit.
Provided in partnership with The Council for Exceptional Children.

