#504 PLAN ACCOMMODATIONS FOR TESTING FULL#

Standard accommodations are those allowed for both testing and instruction that do not change the skill that is being tested. However, it is important to note that some accommodations are only for instruction and cannot be used on state/district assessments. Ideally, accommodations should be the same or similar across classroom instruction, classroom tests and state/district tests. This may have a negative impact on the student’s educational career as the student may not continue to progress and be able to obtain a regular diploma. Unlike accommodations, consistent use of modifications can increase the gap between the achievement of students with disabilities and the grade level expectations. Changing, lowering or reducing learning expectations is usually referred to as a modification or alteration.

Accommodations are intended to lessen the effects of a student’s disability they are not intended to reduce learning expectations.

Setting (e.g., study carrel, special lighting, separate room)Īccommodations are not the same as modifications.

Timing/Scheduling (e.g., extended time, frequent breaks).

Response (e.g., mark answers in book, use reference aids, point, use of computer).Presentation (e.g., repeat directions, read aloud, use of larger bubbles on answer sheets).The selection of appropriate accommodations is the focus of this parent advocacy brief.Īccommodations are generally grouped into the following categories:

#504 PLAN ACCOMMODATIONS FOR TESTING FULL#

IEP/504 team members, including parents, must engage in a thoughtful process that determines the necessary accommodations to facilitate the student’s access to grade level instruction and full participation in state/district assessments. Making determinations about the appropriate accommodations that students with disabilities need in order to fully and equally participate in large scale testing is a critical component of developing a student’s Individualized Education Program (IEP) or Section 504 Plan. Requiring the inclusion of all students with disabilities in state- and district-wide assessments helps ensure that schools, school districts and states are held accountable for the achievement of these students.Īccording to NCLB, students with disabilities (those covered under the Individuals with Disabilities Education Act or Section 504 of the Rehabilitation Act) must be provided the appropriate accommodation necessary to participate in these tests. Under NCLB public school students throughout the country must participate in annual testing in specific academic areas and grades outlined in the law, including students with disabilities. In its most recent Congressional reauthorization, ESEA became known as the No Child Left Behind Act (NCLB) of 2001. The Elementary and Secondary Education Act (ESEA) is the nation’s major federal law related to education in grades pre-kindergarten through high school.

504 plan accommodations for testing