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ABSTRACT
Multidisciplinary teams are responsible for identifying reasonable accommodations that mediate the impact of a disability and level the playing field between those with and without disabilities on high-stakes mathematics assessments. However, minimal guidance is provided to teams selecting accommodations. This article provides a decision framework for selecting accommodations to be used during mathematics assessments. The framework includes legal and practical considerations guided by evidence from case law and empirical research to aid in the selection of reasonable accommodations. To conclude, we discuss remaining unanswered questions.
Additional information
Notes on contributors
Corey Peltier
Corey Peltier is a recent graduate of the special education doctoral program at Texas A&M University. His current research interests are mathematics instruction for students with disability, the use of meta-analysis to inform practice, and the use of curriculum-based measures within multitiered systems of support frameworks.
Judith R. Harrison
Judith R. Harrison is an assistant professor at Rutgers, The State University of New Jersey. Her current research interests include the effectiveness, acceptability, feasibility, and sustainability of classroom-based services to increase academic and behavioral success.