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Accommodations from the Student's Perspective

This KnowledgeBase archive includes content and external links that were accurate and relevant as of September 30, 2019.

This tool for assessing needs that may require accommmodations is from Council of Chief State School Officers' Accommodations Manual: How to Select, Administer, and Evaluate Use of Accommodations for Instruction and Assessment of Students with Disabilities.

"Directions: Use these questions to identify various types of presentation, response, setting, and timing and scheduling accommodations for students with disabilities. The list is not exhaustive its purpose is to prompt members of IEP teams and 504 planning committees to consider a wide range of accommodation needs. Use the list in planning by indicating Y (YES), N (NO), or DK/NA (Don't Know or Not Applicable)."

PRESENTATION ACCOMMODATIONS	Y	N	DK/NA
1. Does the student have a visual impairment that requires large-type or Braille materials?
2. Is the student able to read and understand directions?
3. Can the student follow oral directions from an adult or audiotape?
4. Does the student need directions repeated frequently?
5. Are assistive technology devices indicated on the student's IEP?
6. Has the student been identified as having a reading disability?
7. Does the student have low or poor reading skills that may require the reading of tests or sections of tests that do not measure reading comprehension in order to demonstrate knowledge of subject areas?
8. Does the student have a hearing impairment that requires an interpreter to sign directions?
9. Does the student have a hearing impairment and need a listening device?
RESPONSE ACCOMMODATIONS	Y	N	DK/NA
10. Does the student have difficulty tracking from one page to another and maintaining that student's place?
11. Does the student have a disability that affects the ability to record that student's responses in the standard manner?
12. Can the student use a pencil or writing instrument?
13. Does the student use a word processor to complete homework assignments or tests?
14. Does the student use a tape recorder to complete assignments or tests?
15. Does the student need the services of a scribe?
16. Does the student have a disability that affects that student's ability to spell?
17. Does the student have a visual or motor disability that affects that student's ability to perform math computations?
SETTING ACCOMMODATIONS	Y	N	DK/NA
18 Do others easily distract the student or does that student have difficulty remaining on task?
19 Does the student require any specialized equipment or other accommodations that may be distracting to others?
20. Does the student have visual or auditory impairments that require special lighting or acoustics?
21. Can the student focus on the student's own work in a setting with large groups of other students?
22. Does the student exhibit behaviors that may disrupt the attention of other students?
23. Do any physical accommodations need to be made for the student in the classroom?
TIMING AND SCHEDULING ACCOMMODATIONS	Y	N	DK/NA
24. Can the student work continuously for the length of time allocated for standard test administration?
25. Does the student use other accommodations or adaptive equipment that require more time to complete test items (e.g., Braille, scribe, use of head pointer to type)?
26. Does the student tire easily due to health impairments?
27. Does the student have a visual impairment that causes eyestrain and requires frequent breaks?
28. Does the student have a learning disability that affects the rate at which that student processes written information?
29. Does the student have a motor disability that affects the rate at which that student writes responses?
30. Does the student take any type of medication to facilitate optimal performance?
31. Does the student's attention span or distractibility require shorter working periods and frequent breaks?

Source:

Teacher Tool 1: Assess Needs That May Require Accommodations
Accommodations Manual: How to Select, Administer, and Evaluate U.S.E of Accommodations for Instruction and Assessment of Students With Disabilities, Sandra J. Thompson, Amanda B. Morse, Michael Sharpe, and Sharon Hall, Council of Chief State School Officers, 2nd Edition, 2005

The contents of this website were developed under a grant from the U.S. Department of Education and are intended for general reference purposes only. However, those contents do not necessarily represent the policy of the U.S. Department of Education or the Center, and you should not assume endorsement by the Federal Government. Some resources on this site require Adobe Acrobat Reader. This website archive includes content and external links that were accurate and relevant as of September 30, 2019.

Accommodations from the Student's Perspective

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