Forum: Test Accommodations: What Do We Know? The signing into law of the Individuals with Disabilities Education Act (IDEA) Amendments of 1997 (PL 105-17) that mandates that all students be included in general, large-scale assessments has prompted states to develop alternate assessments and test accommodations for students with disabilities. Purdue University is currently involved in a ... Forum
Forum  |   August 01, 1998
Forum: Test Accommodations: What Do We Know?
Author Affiliations & Notes
  • Helen Arvidson
    Purdue University Special Education Program
  • Forum is designed to encourage active discussion of AAC issues. We encourage you to submit your reactions to this newsletter's forum and/or your questions, issues, short papers, and letters on other topics for discussion. Please send your contributions to Division 12 Newsletter Editor Jane Murphy at the Assistive Technology Program, CDRC/OHSU, P.O. Box 574, Portland, OR 97212.
    Forum is designed to encourage active discussion of AAC issues. We encourage you to submit your reactions to this newsletter's forum and/or your questions, issues, short papers, and letters on other topics for discussion. Please send your contributions to Division 12 Newsletter Editor Jane Murphy at the Assistive Technology Program, CDRC/OHSU, P.O. Box 574, Portland, OR 97212.×
Article Information
Augmentative & Alternative Communication / Forum
Forum   |   August 01, 1998
Forum: Test Accommodations: What Do We Know?
SIG 12 Perspectives on Augmentative and Alternative Communication, August 1998, Vol. 7, 16-17. doi:10.1044/aac7.3.16
SIG 12 Perspectives on Augmentative and Alternative Communication, August 1998, Vol. 7, 16-17. doi:10.1044/aac7.3.16
The signing into law of the Individuals with Disabilities Education Act (IDEA) Amendments of 1997 (PL 105-17) that mandates that all students be included in general, large-scale assessments has prompted states to develop alternate assessments and test accommodations for students with disabilities. Purdue University is currently involved in a state-funded project to develop an alternate assessment and has begun a systematic program of research to gain knowledge about the impact of different types of test accommodations for students with disabilities. Many of us have referred to the helpful (but currently out of print) booklet by Wasson, Tynan, and Gardner (1982)  for a brief discussion of test accommodations/adaptations. The National Center on Educational Outcomes (NCEO) has developed a report that organizes test accommodations into four areas: presentation, response, setting, and timing/scheduling (Elliott, Thurlow, & Ysseldyke, 1996). Some recent texts discuss test accommodation/adaptations briefly (e.g., Glennen & DeCoste, 1997; Lloyd, Fuller, & Arvidson, 1997; McLoughlin & Lewis, 1994) and others have devoted full chapters (Salvia & Ysseldyke, 1998; Thurlow, Elliott, & Ysseldyke 1998). However, there has been little published research on the impact of accommodations on standardized test results.
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