By: Shawn Cox
Submitted: 2010-11-10 16:09:56 | Word Count: 608
Students with disabilities often have education plans that require testing accommodations or modifications. Those plans are often required in both public education and on the college level. Often the plans simply state “modified tests.” They are written that way to be flexible for the teacher so that they can determine “how” to modify the test. The problem, though, is that that often leaves teachers wondering just how to make those modifications.
Deciding if a Test Should Have Accommodations or Modifications
Testing modifications or accommodations are sometimes required for students in the special education or 504 programs. The 504 program is for students in grade school or college who have identified disabilities that interfere with education. The purpose is to level the playing field or compensate for the disability so that they have equal opportunity. Tests for special education or 504 students must be modified if that is written into their plan.
Ask if it is fair to provide modifications or accommodations for an exam. For example, no one would question a person with a vision problem wearing glasses during an exam. Those glasses are an accommodation. Similarly, letting a student who is easily distracted take the exam in a quieter setting is an easy accommodation to make even if the student does not have an education plan that requires it.
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Know the student’s identified disability and what that disability means for her in the way of personal needs. No two students with disabilities are exactly alike or have the same needs. Therefore, it is unlikely that the same accommodations or modifications are appropriate for every student. Let their personal needs guide what should be done for them. If that information is not clear, then consult with the 504 coordinator or the special education representative.
Testing Accommodations
Often, the words “accommodations” and “modifications” are used interchangeably. However, while modifications actually alter the content somehow, accommodations do not. Accommodations simply alter how the test is taken. Most accommodations are really pretty quick and easy to make.
Extra time
Providing a quieter place to take an exam
Allowing answers on the test copy instead of the scantron (for students with fine motor difficulties or who cannot go back and forth to the scantron with accuracy)
Reading assistance (for students in grade school who are poor readers and who are not taking a reading test)
Color overlays (sometimes help with students with dyslexia)
Enlarged copies of exams
Frequent breaks (help students who have a hard time sitting for long periods – their degree of discomfort could actually interfere with attention to the test)
Verbal responses for students with motor deficits
Test Modifications
Modifications actually change the exam somehow, while still attempting to assess the content. This is done for students whose disability interferes with them being able to take the test in the same format as everyone else or when the student's disability prevents them from participating in or being held accountable to the content covered by the test.
Reducing the length of an exam
Reducing the number of multiply choice answer choices (not always recommended if the student will have the full number of answer choices on a state exam at the end of the year)
Providing prompts, such as mnemonics or charts, during an exam
Changing the format – between essay, multiple choice, and so forth
Allowing an alternative to the test, such as making a visual or acting something out. That might be done for students with more severe needs.
Modifying Tests
Knowing the numerous possibilities for modifying tests and providing accommodations can make the task of providing testing modifications much easier for teachers. Knowing the student’s individual needs can guide instructors in choosing which modifications and accommodations to make on tests.
