Testing accommodations are crucial in ensuring students with special needs have a fair chance to show what they know and can do. These adjustments help remove barriers that may affect your child’s performance during tests. Understanding what these accommodations are and how they work is key for parents to advocate for their child’s success.
What Are Testing Accommodations?
Testing accommodations are changes made to assessments to give students with disabilities an equal opportunity to demonstrate their knowledge. These changes focus on how the test is given, rather than altering what the student needs to know.
In simple terms, accommodations make testing fairer by allowing your child to take the test in a way that suits their needs. Accommodations are part of the child’s Individualized Education Plan (IEP) or 504 Plan, and they are selected based on the child’s specific needs after discussions with the educational team.
Testing Accommodations vs. Classroom Modifications
While testing accommodations change how a student takes an exam, classroom modifications adjust what a student is expected to learn. For example, accommodations might provide extra time during a test, while modifications could reduce the number of questions. This distinction is important when creating an IEP or 504 Plan.
Types of Assessments That Allow Accommodations
Testing accommodations can apply to various assessments, including:
End-of-Grade (EOG) Tests (Grades 3-8)
End-of-Course (EOC) Exams (Grades 9-12) for subjects like Math, English, and Biology
Final Exams (Grades 6-12) for subjects like Science and History
Career and Technical Education (CTE) Assessments for various skills like Food Science, Health, and Robotics
ACT and Pre-ACT (grades 10 and 11)
Accommodations can also apply to local and state tests, and you can explore ways to help your child prepare with additional strategies.
Common Types of Testing Accommodations
Testing accommodations fall into several categories:
Test Presentation: Changes to how the test content is shown. This can include:
Large print or Braille editions
Test read aloud by a teacher or computer
Enhanced visuals (e.g., tinted screens, magnifiers)
Timing and Scheduling: Extra time or more flexible testing schedules. This could include:
More time to finish
Breaks between sections
Testing across multiple sessions
Test Responses: How the student answers the questions. Examples include:
Marking answers directly in the test booklet
Using assistive technology for responses
Test Setting: The environment where the test is taken. This could mean:
A separate room
A smaller group setting
Special lighting or furniture adjustments
Test Accommodations for Specific Disabilities
Different disabilities require different accommodations. Here are a few examples:
For Blind Students: Braille versions of tests, talking calculators, extended time, or one-on-one testing.
For Low Vision: Large print editions, magnification tools, tests read aloud, and assistive tech like colored overlays.
For Limited Mobility: Using a scribe to dictate answers, extended time, and testing in accessible rooms.
For Deaf Students: Sign language interpreters and extended time.
For Students with Limited English: Bilingual dictionaries and electronic translators.
Each student’s accommodation is tailored to their needs, helping them succeed during tests.
How Do You Know If Accommodations Are Being Followed?
It’s important to make sure that your child’s accommodations are being applied correctly. You can check by reviewing the Review of Accommodations (ROA) form, which is part of the IEP or 504 Plan. This form shows:
The accommodations provided during tests
How they were implemented
Whether they were effective
What to Do If Accommodations Are Not Followed
If accommodations are not being followed, here’s a step-by-step approach to resolve the issue:
Classroom Level: Speak with your child’s special education teacher first.
School Level: If needed, escalate the issue to the principal.
District Level: Contact the district’s director of special education services.
Mediation: Request voluntary mediation, where both you and the district meet with a neutral mediator to resolve the problem.
State Complaint: If the issue remains unresolved, you can file a complaint with the state, following IDEA regulations.
Make sure to keep records of all conversations and actions taken to address the issue.
How to Choose the Right Accommodations for Your Child
When discussing accommodations during IEP or 504 meetings, ask the following questions:
What are your child’s strengths and challenges?
How do their learning needs affect their ability to meet grade-level standards?
What accommodations are already being used in the classroom and during tests?
Is your child willing to use the accommodations? Are they effective?
Do the accommodations work well for your child?
Your involvement is key to selecting the best accommodations for your child’s learning needs.
Tips for Introducing New Testing Accommodations
When adding new accommodations:
Make sure they are set up in time for the test.
Practice the accommodations with your child before the test.
As your child grows older, involve them in decisions about accommodations.
Your Child’s Path to Success
Testing accommodations are vital for ensuring that every child has an equal opportunity to succeed. By understanding how these accommodations work, staying involved, and advocating when needed, you can help ensure your child’s success in education.