Resources
Page 11: References, Additional Resources, and Credits
To cite this module, please use the following:
The IRIS Center. (2010, Rev. 2018). Accommodations: Instructional and testing supports for students with disabilities. Retrieved from https://iris.peabody.vanderbilt.edu/module/acc/
Note: The references in this section reflect the source material used to construct this module. The links to these references are not updated.
Beech, M. (2010, 2018). Accommodations: Assisting students with disabilities. Bureau of Exceptional Education and Student Services, Florida Department of Education. Retrieved from https://files.eric.ed.gov/fulltext/ED565777.pdf, http://www.fldoe.org/core/fileparse.php/7690/urlt/0070069-accomm-educator.pdf
Beech, M., Dixon, S., & McKay, J. (2013). Selecting accommodations: Guidance for individual educational plan teams. Bureau of Exceptional Education and Student Services, Florida Department of Education. Retrieved from http://www.fldoe.org/core/fileparse.php/7690/urlt/0070064-selectingaccommodations.pdf
Christensen, L., Carver, W., VanDeZande, J., & Lazarus, S. (2011). Accommodations manual: How to select, administer, and evaluate use of accommodations for instruction and assessment of student with disabilities (3rd ed.). Washington, DC: Assessing Special Education Students State Collaborative on Assessment and Student Standards, Council of Chief State School Officers. Retrieved from https://eric.ed.gov/?id=ED545138
Fuchs, L. S., Fuchs, D., & Capizzzi, A. M. (2005). Identifying appropriate test accommodations for students with learning disabilities. Focus on Exceptional Children, 37(3), 1-8.
Lee, A. M. I. (n.d.). Accommodations: What they are and how they work. Retrieved from https://www.understood.org/en/learning-attention-issues/treatments-approaches/educational-strategies/accommodations-what-they-are-and-how-they-work
Lee, A. M. I. (n.d.). Instructional intervention: What you need to know. Retrieved from https://www.understood.org/en/learning-attention-issues/treatments-approaches/educational-strategies/instructional-intervention-what-you-need-to-know
Lee, A. M. I. (n.d.). Modifications: What you need to know. Retrieved from https://www.understood.org/articles/modifications-what-you-need-to-know
Morin, A. (n.d.). Common modifications and accommodations. Retrieved from https://www.understood.org/en/learning-attention-issues/treatments-approaches/educational-strategies/common-classroom-accommodations-and-modifications
National Center for Educational Outcomes. (n.d.). Accessibility and accommodations for general assessments. Retrieved from https://nceo.info/Assessments/general_assessment/accommodations
National Center for Educational Outcomes. (n.d.). Alternate assessments. Retrieved from https://nceo.info/Assessments/alternate_assessments
National Center for Learning Disabilities. (n.d.). Accommodations for students with LD. Retrieved from http://www.ldonline.org/article/Accommodations_for_Students_with_LD
Reed, P., Bowser, G., & Korsten, J. (2002, 2004). How do you know it? How can you show it? Oshkosh, WI: Wisconsin Assistive Technology Initiative. Retrieved from https://dpi.wi.gov/sites/default/files/imce/sped/pdf/at-know-it-show-it.pdf
Shyyan, V., Thurlow, M., Christensen, L., Lazarus, S., Paul, J., and Touchette, B. (2016). CCSSO accessibility manual: How to select, administer, and evaluate use of accessibility supports for instruction and assessment of all students. Washington, DC: CCSSO.
Thompson, S. J., Morse, A. B., Sharpe, M., & Hall, S. (2005). Accommodations manual: How to select, administer, and evaluate use of accommodations for instruction and assessment of students with disabilities (2nd ed.). Washington, DC: CCSSO State Collaborative on Assessment and Student Standards Assessing Special Education Students. Retrieved from https://osepideasthatwork.org/sites/default/files/AccommodationsManual.pdf
Online Resources
Center for Parent Information & Resources. (2017, January). Academic assessments for students with disabilities: ESSA fact sheet. Retrieved from https://www.parentcenterhub.org/essa-fact-sheet-acad-assessments/
Created to bring clarity to federal regulations around the Every Student Succeeds Act, this question-and-answer formatted fact sheet overviews the fundamentals of ESSA, particularly the requirements for students with disabilities to take part in the same academic assessments as their non-disabled peers. Further details cover the role of the student’s IEP team in determining what, if any, accommodations are called for, as well as the nature of those accommodations. Links to more fact sheets are provided for those who wish to learn more.
Center for Parent Information & Resources. (2017, January). Assessments for students with the most significant cognitive disabilities: ESSA fact sheet. Retrieved from https://www.parentcenterhub.org/essa-fact-sheet-alt-assess/
Designed to give visitors a “basic overview of the alternate academic achievement standards and alternate assessment provisions contained in ESSA,” this Q&A-style fact sheet covers everything from alternate assessments for students with disabilities to the roles and responsibilities of the student’s IEP team and much more. Further links to other ESSA-related topics are also provided.
Center for Parent Information & Resources. (2017, February). Supports, modifications, and accommodations for students with disabilities. Retrieved from https://www.parentcenterhub.org/accommodations/
Looking for a primer on the basics of supports, modifications, and accommodations? This is a good place to start. This informative resource explains the differences between the various categories of instructional and testing supports for students with disabilities, while also offering specific examples ranging from scheduling and setting supports to student response and material supports. Also covered are related services and supplementary aids and services.
DO-IT (Disabilities, Opportunities, Internetworking, and Technology). (2012). Academic accommodations for students with learning disabilities. Retrieved from https://www.washington.edu/doit/academic-accommodations-students-learning-disabilities
Brief and informative, this online resource overviews some of the basics of assessments and universal design for students with disabilities. In addition to definitions of some of the most common functional limitations, visitors will find details about instructional as well as testing accommodations, the role of universal design in creating accommodations, and additional resources for those who wish to explore the topic further.
National Center on Education Outcomes. (n.d.). Accommodations Toolkit Introduction. Retrieved from https://publications.ici.umn.edu/nceo/accommodations-toolkit/introduction
This toolkit from the National Center on Educational Outcomes provides on overview of different accommodations for students with disabilities. Each research fact sheet contains a summary of the accommodation, easy-to-understand research on its effectiveness, and notes on student and teacher perceptions.
National Center on Educational Outcomes. (2015). Making accessibility decisions for ALL students. NCEO Brief, 11. Retrieved from https://nceo.umn.edu/docs/OnlinePubs/briefs/brief11/NCEOBrief11.pdf
If general overviews of terminology and categories of support for students with disabilities do not suffice, this brief from the National Center on Educational Outcomes might be just what the doctor ordered. A step-by-step guide to accessibility decisions, the resources will guide users through the initial phase of learning about accessibility supports to the process of making changes to those supports based on student performance.
Smarter Balanced Assessment Consortium. (2014, January). Accessibility and accommodations framework. Retrieved from https://portal.smarterbalanced.org/library/en/accessibility-and-accommodations-framework.pdf
Created in collaboration with Measured Progress and the National Center on Educational Outcomes, this document lays out a framework to create and maintain a “positive and productive assessment experience, generating results that are a fair and accurate estimate of each student’s achievement.” Covered here the basics of the framework itself, as well as considerations for its use among English language learners, students with disabilities, and other underrepresented student populations.
Websites
Center for Applied Special Technology (CAST) https://www.cast.org/
Created to assist classroom instructors who seek to develop courses of study or curricula that are more easily accessible by all of their students, the Center for Applied Special Technology (CAST) offers a Website overflowing with information and resources that include a detailed explanation of Universal Design for Learning (UDL), links to examples and resources to support UDL implementation, and an overview of the current research into UDL effectiveness, among much, much more.
National Center on Educational Outcomes https://nceo.info/
The goal of the National Center on Educational Outcomes (NCEO) is to ensure that all students benefit from state and local assessments and accountability efforts. Useful information on testing accommodations for students with disabilities can be found on the Accommodations link. Especially helpful are the Online Training resources to Improve Accommodations Decision Making and the NCEO Accommodations Bibliography, which includes a database of empirical research regarding testing accommodations for students with disabilities.
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