English Language Development

Figure 9.7. Types of Accommodations for Students with Disabilities

Type of Accommodation Examples

Changes in timing or

scheduling

• Extended time (e.g., to allow for limited dexterity)


• Frequent breaks (e.g., to avoid physical discomfort)


• Dividing assignment over several sessions (e.g., to avoid eye strain or
  frustration)

Changes in setting/

environment

• Specialized furniture (e.g., adjustable height desk to allow for
  wheelchair)


• Preferential seating (e.g., close to white board to support low vision or
  to be free from distractions)


• Stabilization of instructional materials (e.g., book holder to support weak
  fine motor skills)

Changes in how the

curriculum is presented

• Varied lesson presentation using multi-sensory techniques


• Use of American Sign Language


• Provision of audio and digital versions of texts


• Provision of tactile resources, such as physical models and raised maps

Changes in how the

student responds

• Uses large lined paper or computer for written work


• Responds in Braille


• Uses a recording device to record/playback questions, passages, and
  responses

Behavioral strategies • Use of behavioral management techniques appropriate for the learner

• Reinforcement of self-monitoring and self-recording of behaviors

The selection of and evaluation of accommodations for students with disabilities who are also
ELs involve collaboration among educational specialists, the classroom teacher, teachers providing
specialized instruction in ELD, families, and the student.

The following five major conditions are important to consider in selecting assessment
accommodations for ELs and students with disabilities (Abedi and Ewers 2013):

1. Effectiveness: An accommodation must be effective in making an assessment more accessible
   to the recipients.


2. Validity: An accommodation should not alter the focal construct, i.e., the outcomes of
   accommodated and non-accommodated assessments should be comparable.


3. Differential Impact: An accommodation should be sensitive to student’s background
   characteristics, and their academic standing, i.e., one size may not fit all.


4. Relevance: An accommodation should be appropriate for the recipients.


5. Feasibility: An accommodation must be logistically feasible to implement in the assessment
   setting.
   Unlike accommodations, modifications are adjustments to an assignment or assessment that
   changes what is expected or measured. Modifications should be used with caution as they alter,
   change, lower, or reduce learning expectations and can increase the gap between the achievement
   of students with disabilities and expectations for proficiency. Examples of modifications include the
   following:

906 | Chapter 9 Access and Equity