Assessment Accommodations for Special Needs Students

1. Assessment Accommodations for Special Needs Students Suzanne Stear April 21, 2011

2. Test Selection Accommodations • When teachers assess an individual or group of students with disabilities there are several questions that need addressed: • Are the instruments that address the assessment suitable for students with disabilities? • Can these students be included in the normative (regular test) being administered to all students? • Should large-type forms be used with student with visual disabilities or untimed tests for certain students with learning disabilities be considered?

3. Test Selection – other items to consider • When should a teacher adjust a test and if a test is adjusted then how valid are the results? • Should there be planned or specialized procedure for those with common disabilities? • Are there any interpretive guides, if available, based on reliability and validation? Gray area

4. Test Selection – Determination If positive answers to these questions are determined, then a teacher needs to consider whether the use of an adjusted test is valid. – Ex. – reading a test to a special needs student(s) when it normally calls for the test taker to read the test questions The answer to these questions differs based on the decision for which the assessment is being used.

5. Test Administration • Special needs students need to be appropriately assessed under the conditions an instrument is used – such as the students’ background skills, abilities, and characteristics • Can always seek the advice of other teachers who work with students with disabilities • Ask what this student(s) are able to perform and then evaluate the test materials against the task(s)

6. Test Administration • Some assessments offer specialized administrations for students with common disabilities • Some tests may be available in large font type, or CD versions for those with visual needs • There may also be enforced, extended, or waived time limits – or extra rest pauses • Test takers may also be given a reader, recorder, sign language interpreter, tape recorder to register answers, a different test location and time, and other accommodations as needed

7. Test Interpretation – other issues • Interpretation of results should be under the normal grading process – as much as possible • Follow any advice provided in the test manual • Severity of a student’s ability needs to be acquired before assessment to help a teacher guide their test grading decisions

8. Test Interpretation – other issues • When using assessment instruments, carefully evaluate how they are used and adapted for students with disabilities • Let the publisher know if the measure does not work for the student/teacher • On the other hand, if you discover measures, modifications, or other strategies that do work for a particular student, share your results – such findings can help another student else where with the same disabilities

9. Additional information • Curriculum based assessment (CBA) is based on the curriculum the student is learning. It provides materials for the grade level the child is in or adapted to the student’s IEP goals. • Most curriculum based tests come directly from the text book (chapter tests) – some publishers offer adapted tests for special needs students • Some worksheets and tests can also be found online that can be helpful

10. Assessments instruments and websites • Callier Asuza Scale – designed to assess blind-deaf students, it is also a good tool for children with multiple handicaps or Autistic students – the G scale is used to observe these students – can be found online • Massed trials – for autistic students and those with severe cognitive disabilities – it uses pictures that can be downloaded

11. Assessments instruments and websites • Reading A-Z – a resource for special education teachers • Breaks down reading levels • Non-fiction stories • Offers PDF to download items • Uses benchmarks with different higher order thinking questions

12. Assessments instruments and websites • Assessment of Basic Language and Learning Skills (ABLLS) - • Tests of life and functional skills – such as nutrition, manners, managing money, social/ speaking skills, etc. through direct/indirect observations completed in an interview with the student • A kit can be purchased and is cumulative, so the test book goes with the student from year to year as they acquire the life skills

13. References: Geisinger, K. F., Psychometric issues in testing students with disabilities. Applied Measurement in Education, 7, 121-140. Geisinger and Carlson, Testing Students with Disabilities – kidsource.com. Webster, Jerry, Assessment instruments and websites – About.com Guide.