ERIC ED462817: Accommodations for Students with Disabilities in High School. Issue Brief.

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EC 308 951
ED 462 817
Thurlow, Martha
AUTHOR
Accommodations for Students with Disabilities in High
TITLE
School. Issue Brief.
National Center on Secondary Education and Transition,
INSTITUTION
Minneapolis, MN.
Special Education Programs (ED/OSERS), Washington, DC.
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*Academic Accommodations (Disabilities); Curriculum;
DESCRIPTORS
*Disabilities; *High Schools; Individualized Education
Programs; *Secondary School Teachers; State Programs; State
Regulation; Teacher Attitudes; *Testing Accommodations;
Transitional Programs
Individuals with Disabilities Educ Act Amend 1997
IDENTIFIERS
ABSTRACT
This briefing paper discusses academic accommodations for
high school students with disabilities. It begins by reviewing provisions
under the Individuals with Disabilities Education Act that require
Individualized Education Programs to include a statement of the program
modifications or supports that will be provided for the child to enable the
child to advance appropriately, be involved and progress in the general
curriculum, participate in extracurricular activities, and to be educated and
participate with his or her typical peers. A chart provides examples of
instructional accommodations for material and curriculum and for teaching
methods. Different accommodations used for assessments are also listed,
including changes to testing setting, timing, scheduling, presentation, and
response requirements. Definitional considerations relating to accommodations
and modifications are also discussed. Research findings on accommodations
used in 12 states are reported and indicate accommodations are used by
greater percentages of students at the elementary school level than at either
the middle school or high school levels. A chart illustrates state-reported
levels of use of accommodations for the 12 states. (Contains 13 references.)
(CR)
Reproductions supplied by EDRS are the best that can be made
from the original document.
Accommodations for Students with Disabilities
in High School. Issue Brief.
Martha Thurlow
U.S. DEPARTMENT OF EDUCATION
Office of Educational Research and Improvement
EDUCATIONAL RESOURCES
INFORMATION CENTER (ERIC)
ZI
This document has been reproduced as
received from the person or organization
originating it.
Minor changes have been made to improve
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Points of view or opinions stated in this
document do not necessarily represent
official OERI position or policy.
2
BEST COPY AVAILABLE
Issue 1
January 2002
Vol. 1
Examining Current Challenges in Secondary Education and Transition
Accommodations for Students
with Disabilities in High School
By Martha Thurlow
Issue:
Fewer students with disabilities in
National Center on
Secondary Education
middle schools and high schools
use accom-
and Transition
Creating Opportunities for Youth
modations than students with disabilities in
With Disabilities to Achieve
Successful Futures
elementary schools.
A partnership of
Institute on Community Integration,
University of Minnesota,
Defining the Issue
and assessment that would suggest
Minneapolis, Minnesota
that the number of students with
Accommodations are changes in
National Center for the Study
disabilities using accommodations
materials or procedures that provide
of Postsecondary Education
Supports (RRTC), University
should change as they progress
access to instruction and assessments
of Hawari at Manoa
through school. Are there other things
for students with disabilities. They
TransCen, Inc.,
occurring that might affect the num-
are designed to enable students with
Rockville, Maryland
ber of students receiving accommoda-
disabilities to learn without the
PACER Center,
tions? Are there constraints on the
impediment of their disabilities, and
Minneapolis, Minnesota
provision of accommodations that can
to show their knowledge and skills
Institute for Educational
be alleviated to ensure that all middle
rather than the effects of their disabili-
Leadership, Center for Workforce
Development, Washington, D.C.
school and high school students who
ties. While there is some controversy
need accommodations receive them?
National Association of State
surrounding terminology (e.g., ac-
Directors of Special Education,
commodations vs. modifications) and
Alexandria, Virginia
What We Know
about the appropriateness of certain
U.S. Department of Education,
assessment accommodations (Fuchs
Office of Special Education
Legal Considerations
Programs, Washington, D.C.
& Fuchs, 1999; Thurlow & Wiener,
When the Individuals with Disabili-
2000), in general there is an accep-
ties Education Act (IDEA) was
tance of the need for some changes
reauthorized in 1997, accommoda-
in instruction and assessment for
tions (and modifications) in adminis-
students with disabilities. Examples
tration were addressed. In Section
of common instructional and assess-
300.347 on Individual Education
ment accommodations are shown in
Program (IEP) content, IDEA states
Table 1.
that there needs to be
There is nothing about students
. a statement of the program
. .
with disabilities, nor about instruction
modifications or supports for school
National Center on Secondary Education and Transition Issue Brief
2
,
personnel that will be provided
effect at the beginning of each
in order for the child to
for the child
school year so that each teacher
participate in the assessment
and provider is informed of "the
To advance appropriately
The term "accommodations" is
specific accommodations, modifi-
toward attaining the annual
also used in Section 300.138,
cations, and supports that must
goals;
which indicates that
be provided for the child in
To be involved and progress
The state must have on file
accordance with the IEP [Author-
in the general curriculum;
with the Secretary informa-
ity: 20 U.S.C. 1414(d)(2)(A) and
participate in extracur-
Tn
tion to demonstrate that
(B), Pub. L. 105-17, sec.
ricular and other nonaca-
(a) Children with disabilities
201(a)(2)(A), (C)].
demic activities; and
are included in general state
In addition to addressing
and district-wide assessment
To be educated and partici-
accommodations and modifica-
programs, with appropriate
pate with other children
tions in instruction, the Final
accommodations and
with disabilities and
Regulations for IDEA state that
modifications in administra-
nondisabled children in the
for assessments, the IEP for
tion, if necessary [Authority:
activities described in this
each child with a disability must
20 U.S.C. 1412(a)(17)(A)]
section.
include a statement of
Authority: 20 U.S.C.
None of the language of the
Any individual modifica-
1414(d) (5):
law indicates that the number of
tions in the administration
1414(d)(1)(A)(vii)
students with disabilities who
of state or district-wide
need accommodations will
assessments of student
Section 300.342 of IDEA also
change as students get older and
achievement that are needed
states that the IEP must be in
Table 1. Examples of Instructional and Assessment Accommodations*
Instructional Accommodations
Assessment Accommodations
Presentation
Materials/Curriculum
Methods/Strategies
Setting
Repeat directions
Alternative assignments
Highlight key points
Study carrel
Larger bubbles on
to remember
Substitute materials
Special lighting
multiple-choice
with lower reading
Eliminate distractions
Separate room
questions
levels
by using a template to
Individualized or
Sign language
block out other items
Fewer assignments
small group
presentation
Have student use a
Decrease length of
Timing
Magnification device
self monitoring sheet
assignments
Extended time
Break task into smaller
Copy pages so stu-
Response
Frequent breaks
parts to do at different
dents can mark on
Mark answers in test
Unlimited time
times
them
booklet
Use study partners
Provide examples of
Scheduling
Use reference materials
whenever reading
correctly completed
Specific time of day
(e.g., dictionary)
or writing is required
work
Subtests in different
Word process writing
Secure papers to work
Early syllabus
order
sample
areas with tape or
Advance notice of
Other
magnets
assignments
Special test preparation
Present information
Tape-recorded versions
techniques
in multiple formats
of printed materials
Out of level test
Use listening devices
Reprinted with permission from Boxes 3.2 and 3.3 in Thurlow, M.L. Elliott, J.L., & Ysseldyke, J.E. (1998). Testing students with disabilities:
Practical strategies for complying with district and state requirements. Thousand Oaks, CA: Corwin Press.
Accommodations for Students with Disabilities in High School
3
Thurlow & Bolt, 2001). Most of
Following the reauthorization
move from one level of schooling
of IDEA and recommendations
to the next, although the specific
this research has focused on
that states begin to collect data on
assessment accommodations and
accommodations that students
the use of testing accommoda-
their effects (cf. Tindal & Fuchs,
need may change over time
1999), rather than on the extent
tions (Elliott, Thurlow, &
(Elliott & Thurlow, 2000).
to which students are using
Ysseldyke, 1996), several states
Definitional
implemented data collection
accommodations in instruction
Considerations
mechanisms to do just that. By
and assessment.
'Accommodation" is just one of
1999, the National Center on
Survey research gives some
many terms that have been used
Educational Outcomes (NCEO)
indication of the extent to which
to indicate a change in instruc-
found that 12 states had data
accommodations are used during
tional or assessment materials or
available on the number or
assessments. In a survey of ap-
procedures. Another frequently
percentage of students using
proximately 400 teachers,
used term, "modification," is
assessment accommodations
Jayanthi, Epstein, Polloway, and
generally (but not always) used to
Bursuck (1996) found that
during their state tests. These data
refer to a change in which scores
are reproduced in Table 2.
elementary school teachers
produced are invalid or otherwise
The data in this table reveal
identified several test accommo-
not comparable to other scores.
that in most states, accommoda-
dations as more helpful for
IDEA uses both "accommoda-
students than did either middle
tions are used by greater percent-
tion" and "modification in
ages of students at the elementary
school or secondary school
administration," but intends that
school level than at either the
teachers. In comparison to the
the terms be viewed as compa-
ratings of middle school and high
middle school or high school
rable and inclusive. As stated in a
levels (see Thurlow, 2001). In all
school teachers, they also indi-
memorandum from the Office of
cated that many of the accommo-
but two states, there is a down-
Special Education Programs
ward trend in percentages across
dations were relatively easy to
(OSEP), "the terms as used in the
implement. Still, this research did
two or three of the school levels.
statute and regulations are not
For the 16 tests reflected in the
not indicate the extent to which
intended to correspond with the
table, the downward trend is
teachers actually used accommo-
evolving usage of these terms in
evident in 95% of the possible
dations, just their perceptions of
the field of assessment
. .
.
.
them. Perceptions about accom-
comparisons.
'modifications in administration'
modations do differ between the
should be viewed as a general
What We Don't
elementary and middle/secondary
term that would include both
Know
school levels.
accommodations and modifica-
Lack of information about how
We do not yet know what is
tions, as they are commonly used
accommodations are used in
happening in the majority of
in assessment practice"
instruction and assessments is
situations in which accommoda-
(Heumann & Warlick, 2000,
related to some extent to limita-
tions are being used. Most of the
p. 8).
tions in the availability of accom-
data that we do have on use of
modations prior to the reauthori-
Research Considerations
accommodations is from assess-
zation of IDEA (Thurlow,
Research on accommodations has
ments, usually state-level tests.
Ysseldyke, & Silverstein, 1995). It
increased dramatically in recent
Even so, we have a relatively
is also related to difficulties states
years, due in part to an infusion
limited number of states able to
have encountered in merging
of funding from OSEP, but also
provide data on the use of accom-
information on accommodations
due to dramatic increases in state
modations by students receiving
into data collection and manage-
efforts to include students with
special education services. How-
ment systems that have many
disabilities in their assessments,
ever, given these limited data, we
limitations (Almond, Tindal, &
along with the need to study the
do not yet have a real sense of
Stieber, 1997).
potential effects of certain accom-
why there are differences. The
modations on test results (see
survey data of Jayanthi et al.
5
National Center on Secondary Education and Transition Issue Brief
4
Table 2. State-Reported Levels of Use of Accommodations
Elementary Middle School High School
Assessment/ Subject Area
Grades (9-12)
Grades (K-5)
Grades (6-8)
State
FL Writing Assessment 34% (Gr 10)
51% (Gr 4) 39% (Gr 8)
Florida
40% (Gr 10)
FCAT (Reading)
47% (Gr 4)
38% (Gr 8)
FCAT (Math)
50% (Gr 5) 38% (Gr 8) 39% (Gr 10)
Statewide Assessment - Math
Indiana
28% (Gr 3) 34% (Gr 6) 80% (Gr 10)
38% (Gr 8)
29% (Gr 3)
English/Language Arts 34% (Gr 6) 82% (Gr 10)
38% (Gr 8)
21% (Gr 4)
08% (Gr 10)
Kansas
KS Assessment Program
14% (Gr 7)
Math
Reading
08% (Gr 10)
19% (Gr 3) 13% (Gr 7)
Writing
23% (Gr 5)
09% (Gr 10)
17% (Gr 7)
82% (Gr 4)
Kentucky
Kentucky Core Content Test 72% (Gr 7) 50% (Gr 10)
82% (Gr 5)
70% (Gr 8)
57% (Gr 11)
55% (Gr 12)
Comprehensive Assessment System 61% (Gr 4)
Massachusetts 38% (Gr 8) 25% (Gr 10)
MSPAP Reading
53% (Gr 3)
Maryland
25% (Gr 8)
51% (Gr 5)
16% (Gr 8)
Language Usage 44% (Gr 3)
41% (Gr 5)
20% (Gr 3)
Math
51% (Gr 4)
Terra Nova Complete Battery
42% (Gr 8) 44% (Gr 10)
Nevada
Reading
New York PEP Test
50% (Gr 3) 50% (Gr 6)
31% (Gr 3) 32% (Gr 6)
Math
Writing
33% (Gr 5)
Reading and Math Assessment
Pennsylvania
67% (Gr 5) 52% (Gr 8) 45% (Gr 11)
Writing Performance Assessment
Rhode Island
49% (Gr 3)
55% (Gr 7) 60% (Gr 10)
Health Performance Assessment
39% (Gr 5) 61% (Gr 9)
Stanford Achievement Test
South Dakota
63% (Gr 2)
59% (Gr 8)
46% (Gr 11)
(Language, Math, Reading, 67% (Gr 4)
Science, Social Science)
Language, Math, Reading,
West Virginia
64% (Gr 3-11)
SAT 9
Science, Social Studies
From Thompson, S.J., & Thurlow, M.L. (1999). Table 7. Percent of Students Receiving Special Education Services Who Used Testing
Accommodations, reprinted with permission of the National Center on Educational Outcomes.
(1996) suggests that teachers at
are in the upper grade levels have
Could it be that teachers' percep-
tions influence their willingness
different grade levels do have
less need for accommodations?
Could it be that those students
to provide accommodations to
different perceptions of the
who most need accommodations
helpfulness and ease of adminis-
students who may actually need
tering many accommodations.
them? We do not know the
are the students who have already
Do these different perceptions
dropped out of school, and
answers to these questions.
translate into what is selected for
Perhaps most important is the
therefore the percentages of
students using accommodations
students during assessments?
question of how what we know
Is there any reason to believe
(and do not know) relates to the
drops simply because the ones left
that students with disabilities who
accommodations that students
need fewer accommodations?
6
Accommodations for Students with Disabilities in High School
5
References
Thurlow, M.L. (2001). Use of
receive during instruction. Most
assessment guidelines speak of the
accommodations in state
Almond, P., Tindal, G., &
need for there to be an alignment
assessments What data bases
Stieber, S. (1997). Linking
between assessment accommoda-
tell us about differential levels of
inclusion to conclusions: An
tions and instructional accommo-
use and how to document the
empirical study of participation
dations (Elliott & Thurlow, 2000;
use of accommodations (Techni-
of students with disabilities in
cal Report 30). Minneapolis,
Thurlow, House, Boys, Scott, &
statewide testing programs
MN: University of Minnesota,
Ysseldyke, 2000). If students with
(Oregon Report 1). Minne-
National Center on Educa-
disabilities are receiving fewer
apolis, MN: University of
tional Outcomes.
accommodations during assess-
Minnesota, National Center
ments in the upper grades, does
on Educational Outcomes.
Thurlow, M.L., & Bolt, S.
this also mean that they are
(2001). Empirical support for
Elliott, J.L., & Thurlow, M.L.
receiving fewer accommodations
accommodations most often
(2000). Improving test perfor-
during instruction? Is this justi-
allowed in state policy (Synthe-
mance of students in disabilities
fied? Do teachers at the upper
sis Report). Minneapolis, MN:
on district and state assessments.
grade levels face logistical barriers
University of Minnesota,
Thousand Oaks, CA: Corwin
that make providing accommoda-
National Center on Educa-
Press.
tions nearly impossible unless the
tional Outcomes.
Fuchs, L.S., & Fuchs, D. (1999).
student simply cannot function
Thurlow, M.L., Elliott, J.L., &
Fair and unfair testing accom-
without them?
Ysseldyke, J.E. (1998). Testing
modations. The School Admin-
The grades in which students
students with disabilities:
istrator, 10 (56), 24-29).
with disabilities are involved in
Practical strategies for complying
Heumann, J.E., & Warlick, K.R.
transition planning are the same
with district and state require-
(2000, August 24). Questions
grades in which we see declining
ments. Thousand Oaks, CA:
and answers about provisions in
numbers of students using ac-
Corwin Press.
the Individuals with Disabilities
commodations. Does that mean
Thurlow, M.L., House, A., Boys,
Education Act Amendments of
that students are less likely to be
C., Scott, D., & Ysseldyke, J.
1997 related to students with
aware of their need for accommo-
(2000). State participation and
disabilities and state and
dations because they are not
accommodations policies for
district-wide assessments
being built into transition plans?
students with disabilities: 1999
(Memorandum OSEP 00-24).
If they are not built in during
update (Synthesis Report 29).
Washington, DC: Office of
transition planning, do students
Minneapolis, MN: University
Special Education Programs.
leave school without any idea of
of Minnesota, National
Jayanthi, M., Epstein, M.H.,
their accommodations needs?
Center on Educational Out-
And if so, what impact does this
Polloway, E.A., & Bursuck,
comes.
WD. (1996). A national
eventually have on their success in
Thurlow, M.L., & Wiener, D.J.
survey of general education
their postsecondary work or
(2000). Non-approved accom-
teachers' perceptions of testing
education?
modations: Recommendations
adaptations. Journal of Special
for use and reporting (Policy
What To Do Now
Education, 30 (1), 99-115.
Directions No. 11). Minne-
Thompson, S.J., & Thurlow,
There clearly are many unan-
apolis, MN: University of
M.L. (1999). 1999 state special
swered questions about the issue
Minnesota, National Center
of declining percentages of
education outcomes: A report on
on Educational Outcomes.
students with disabilities receiving
state activities at the end of the
century. Minneapolis, MN:
accommodations as they reach
University of Minnesota,
middle and high school. An
National Center on Educa-
important next step is to begin to
tional Outcomes.
answer some of the many related
questions.
National Center on Secondary
Education and Transition
Institute on Community Integration (UAP),
References Cont.
University of Minnesota, 6 Pattee Hall,
150 Pillsbury Dr. SE, Minneapolis, MN 55455
Thurlow, M.L., Ysseldyke, J.E.,
Tel: [phone]; Fax: [phone];
& Silverstein, B. (1995). Testing
Web: http://ici.umn.edu/ncset;
accommodations for students
E-mail: [email protected]
with disabilities. Remedial and
This report was supported in whole or in part by the
Special Education, 16 (5), 260-
U.S. Department of Education, Office of Special Education
Programs, (Cooperative Agreement No. H326J000005).
270.
The opinions expressed herein do not necessarily reflect
Tindal, G., & Fuchs, L.S. (1999).
the policy or position of the U.S. Dbpilrtment of Education,
Office of Special Education Programs, and no official
A summary of research on test
endorsement by the Department shOuld be inferred.
accommodations: An empirical
The University of Minnesota is an equal opportunity educator
basis for defining test accommoda-
and employer. This publication is available in alternate
tions. Lexington, KY: Mid-South
formats upon request. To request an alternate format or
additional copies, contact NCSET at 612.624.2097.
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