ACCOMMODATING STUDENTS WITH DISABILITIES ON LARGE-SCALE TESTS - AN EXPERIMENTAL-STUDY

In this study, fourth-grade special and general education students too k a large-scale state-wide test using standard test administration pro cedures and two major accommodations addressing response renditions an d test administration. On both reading and math tests, students bubble d in answers on a separate sheet (the standard condition) for half the test and marked the test booklet directly (the accommodated condition ) for the other half of the test. For a subgroup of students, the math test was redd to them by a trained teacher. Although no differences w ere found in the response conditions nn interaction was found in the t est administration conditions (orally reading the test), supporting th is accommodation for students with disabilities.