| What are accommodations? | | | | Extend allotted time for a test |
| Accommodations are alterations in the | | | | Setting: |
| way tasks are presented that allow | | | | Provide preferential seating |
| children with learning disabilities to | | | | Provide special lighting or acoustics |
| complete the same assignments as other | | | | Provide a space with minimal |
| students. Accommodations do not alter | | | | distractions |
| the content of assignments, give | | | | Administer a test in small group setting |
| students an unfair advantage or in the | | | | |
| case of assessments, change what a test | | | | Administer a test in private room or |
| measures. They do make it possible for | | | | alternative test site |
| students with LD to show what they know | | | | Test Scheduling |
| without being impeded by their | | | | Administer a test in several timed |
| disability. | | | | sessions or over several days |
| How does a child receive accommodations? | | | | Allow subtests to be taken in a |
| Once a child has been formally | | | | different order |
| identified with a learning disability, | | | | Administer a test at a specific time of |
| the child or parent may request | | | | day |
| accommodations for that child's specific | | | | Other |
| needs. The Individuals with Disabilities | | | | Provide special test preparation |
| Education Act states that a child's IEP | | | | Provide on-task/focusing prompts |
| (Individualized Education Program) team | | | | Provide any reasonable accommodation |
| which both parent and child are a part | | | | that a student needs that does not fit |
| of – must decide which accommodations | | | | under the existing categories |
| are appropriate for him or her. Any | | | | Should accommodations have an impact on |
| appropriate accommodations should be | | | | how assignments are graded? |
| written into a student's IEP. | | | | School assignments and tests completed |
| Here are some examples of possible | | | | with accommodations should be graded the |
| accommodations for an IEP team to | | | | same way as those completed without |
| consider, broken into six categories: | | | | accommodations. After all, |
| Presentation: | | | | accommodations are meant to “level the |
| Provide on audio tape | | | | playing field”, provide equal and |
| Provide in large print | | | | ready access to the task at hand, and |
| Reduce number of items per page or line | | | | not meant to provide an undue advantage |
| Provide a designated reader | | | | to the user. |
| Present instructions orally | | | | What if accommodations don't seem to be |
| Response: | | | | helping? |
| Allow for verbal responses | | | | Selecting and monitoring the |
| Allow for answers to be dictated to a | | | | effectiveness of accommodations should |
| scribe | | | | be an ongoing process, and changes (with |
| Allow the use of a tape recorder to | | | | involvement of students, parents and |
| capture responses | | | | educators) should be made as often as |
| Permit responses to be given via | | | | needed. The key is to be sure that |
| computer | | | | chosen accommodations address students' |
| Permit answers to be recorded directly | | | | specific areas of need and facilitate |
| into test booklet | | | | the demonstration of skill and |
| Timing: | | | | knowledge. |
| Allow frequent breaks | | | | |