Students’ Perceptions of Testing Accommodations: What We Know, What We Need to Know, and Why It Matters

Abstract

Students with disabilities are often given tests under accommodated conditions to reduce the effect of their disability on their scores. Students’ perceptions of their own accommodations are important for several reasons and have been the topic of a number of research studies. Some studies have tested students under multiple conditions and asked for their reactions; other studies have given general attitude surveys about accommodations. Research has shown that accommodations generally reduce anxiety and discomfort during testing, but students’ opinions about the practice of providing accommodations are often conflicted and depend on the particular accommodation under discussion. This review describes the current research on students’ perceptions of accommodations, derives implications for practicing school psychologists, and offers further questions to guide future research.

KEYWORDS:

• testing accomodations
• assessment
• exceptional children