Examples of Assessment Accommodations Tables 2 and 3

Tables 2 and 3 provide examples of assessment accommodations students can be given.

Student Characteristics	Possible Effect on Test Taking	Possible Accommodations
Poor attention/distractibility Difficulty remaining on task	May have difficulty concentrating on test items for extended length of time May be distracted by other students	• Separate setting free from distractions • On-task focusing prompts • Frequent breaks • Student reads test items out loud
	May have difficulty following or remembering directions	• Directions provided for each page of questions • Read directions more than the standard number of times • Ask student to repeat instructions to verify comprehension
Difficulty Reading	Reading skills below grade level of test	• Read sections of test that do not measure reading comprehension
Difficulty Reading	Slow reading pace	• Extended time
Emotional Impairments	Displays test anxiety	• Extended time • Frequent breaks
	Exhibits inappropriate behavior	• Separate location • On-task focusing prompts
	Administered medication that may affect student’s stamina	• Test administered during optimal times when student is most alert
Poor physical/motor coordination/ writing difficulties	Unable to record responses using paper and pencil in standard manner	• Computer • Oral responses to scribe • Separate setting when using scribe • Adaptive writing utensils
Poor physical/motor coordination/ writing difficulties	Difficulty recording answers on a separate answer sheet	• Answers recorded directly in test booklet • Additional space for writing
Visual impairments	Unable to access tests in standard print format and requires tactile or oral means to obtain information	• Braille • Recorder
Visual impairments	Low or limited vision and difficulty with detailed visual tasks such as graphs, charts, diagrams, etc.	• Special lighting • Oral description of graphs, charts, etc.

(Salvia, Ysseldyke, & Bolt, 2010)

Table 3. Testing accommodations teachers can provide students with special needs during testing

CATEGORY	ACCOMMODATIONS
A. Setting	Small group or individual administration Separate location Location with minimal distractions, e.g., study carrel Special lighting, acoustics, or furniture
B. Presentation	Audiotape or reader Braille, large print, or magnification devices Directions signed or read Answer sheet format revised Templates, e.g. marker or pointer, to maintain visual attention to test items Papers secured to work area with tape or magnets Individual to cue or keep student on task Individual to assist student with page turning
C. Timing	Allow flexible schedule Extend time allotted to complete test Allow stop-the-clock breaks on one or more subtests
D. Response	Allow use of scribe to record answers Record responses Allow use of computer Allow use of Brailler
E. Scheduling	Administer test in several sessions Administer test over several days Give subtests in different order (where permitted) Administer test at a particular time of day
F. Other	Give special practice with test format Provide on-task/focusing prompts Provide snack during testing