title: The relationship between instructional and assessment accommodations in an inclusive state accountability system.
abstract: We investigated the kinds of instructional and assessment accommodations students with disabilities receive, and the extent to which instructional accommodations match assessment accommodations. Most students who had IEPs in specific content areas received instructional accommodations in those areas, and there were no differences by disability type. We provide data on the specific types of accommodations used. Overall, students' assessment accommodations matched their instructional accommodations, though many students received testing accommodations that had not been received in instruction. Implications are discussed for IEP teams who make decisions about instructional and assessment accommodations.
authors.affiliation: College of Education and Human Development, University of Minnesota, Minneapolis 55455, USA.
authors.forename: J
authors.initials: J
authors.lastname: Ysseldyke
authors.forename: M
authors.initials: M
authors.lastname: Thurlow
authors.forename: J
authors.initials: J
authors.lastname: Bielinski
authors.forename: A
authors.initials: A
authors.lastname: House
authors.forename: M
authors.initials: M
authors.lastname: Moody
authors.forename: J
authors.initials: J
authors.lastname: Haigh
mesh_terms: D000293:Adolescent; D002648:Child; D003479:Curriculum; D019988:Children with Disabilities / Q000331:legislation & jurisprudence*; D004519:Education, Special / Q000331:legislation & jurisprudence* / Q000379:methods; D004521:Educational Measurement / Q000379:methods*; D005260:Female; D006801:Humans; D007859:Learning Disabilities / Q000628:therapy*; D008297:Male; D008396:Maryland; D012941:Social Responsibility