The Online Accommodations Bibliography allows users to search a compilation of empirical research studies on the effects of various testing accommodations for students with disabilities.
This resource is a part of the Tool Kit on Teaching and Assessing Students With Disabilities (2004, archived).
This paper proposes that assessments based on universal design principles offer a promising approach to providing optimal, standardized assessment conditions for all students, giving each student a comparable opportunity to demonstrate achievement of the standards being tested. The purpose of this paper is to explore the development of universal design and to consider its application to large scale assessments.
This resource is a part of the Tool Kit on Teaching and Assessing Students With Disabilities (2004, archived)
Has alternate assessment helped revamp special education services and practice for students with significant cognitive impairments? The following paper includes true stories from teachers and state level staff who have seen improvements in both the education system and lives of individuals with significant cognitive impairments. While challenges exist with alternate assessment, these stories support emerging research in demonstrating the positive effects it can have on attitudes, practices and student outcomes.
This resource is a part of the Tool Kit on Teaching and Assessing Students With Disabilities (2004, archived)
This report addresses issues on how to make informed decisions about the best instruction and assessments for students with cognitive disabilities. It also includes an analysis of nationally representative cognitive and achievement data to illustrate the dangers in making blanket assumptions about appropriate achievement expectations for individuals based on their cognitive ability or diagnostic label. In addition, a review of research on the achievement patterns of students with cognitive disabilities and literature on the effects of teacher expectations is included. It is anticipated that the information in this report will help guide decisions about appropriately high and realistic academic expectations for students with cognitive disabilities.
This resource is a part of the Tool Kit on Teaching and Assessing Students With Disabilities (2004, archived)
When teachers use systematic progress monitoring to track their students progress in reading, mathematics, or spelling, they are better able to identify students in need of additional or different forms of instruction, they design stronger instructional programs, and their students achieve better. This document first describes progress monitoring procedures for which experimental evidence demonstrates these effects. Then, an overview of the research is presented.
This resource is a part of the Tool Kit on Teaching and Assessing Students With Disabilities (2004, archived)
The purpose of this document is to provide a conceptual overview of responsiveness to intervention (RTI)—including hypothetical examples of how RTI might operate within a school setting and for a particular student—and to discuss its role within the larger context of specific learning disabilities (SLD) determination.
This resource is a part of the Tool Kit on Teaching and Assessing Students With Disabilities (2004, archived)