Lovett and Lewandowski offer research-based guidelines for deciding when test accommodations are appropriate for a student with disabilities depending on the test being taken, the accommodations being considered, and the stu...

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Lovett and Lewandowski offer research-based guidelines for deciding when test accommodations are appropriate for a student with disabilities depending on the test being taken, the accommodations being considered, and the student s functional skills. Case studies apply the guidelines to specific scenarios. The authors also explain how laws and practices differ for K-12 accommodations versus postsecondary education and workplace accommodations, as well as how universal test design might lessen the need for test accommodations.

Features include:
Research-based guidelines for determining when test accommodations are appropriate for a student with disabilities.
Discusses universal test design i.e., designing a test format for maximum accessibility as a way to minimize the need for accommodations.
Discusses instructional accommodations, such as preferential seating (e.g., near the front of the room) and alterations to materials (e.g., access to class notes ahead of time).

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