Testing Accommodations for Students With Disabilities: Research-Based Practice
For individuals in the U.S. & U.S. territories
Deciding whether to grant test accommodations for a student with disabilities is challenging and controversial. Current accommodations practice is seldom research based, and professionals charged with such decisions often reach different conclusions. The result can be either unnecessary accommodations that compromise test validity or the denial of accommodations to a student who needs them.
In this book, Benjamin Lovett and Lawrence Lewandowski draw on research to offer clear, specific guidelines for deciding when 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 book also explains 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.
- Legal, Procedural, and Ethical Foundations
- Psychometric Foundations
- Disability Conditions and Functional Limitations
- Timing and Scheduling Accommodations
- Response Format Accommodations
- Setting and Presentation Accommodations
- Accommodations and Interventions
- Issues in the Transition to Postsecondary Settings
- Universal Design for Assessment
Appendix A: Documentation Review in Postsecondary Settings
Appendix B: Professional Development Applications
Resources for Further Reading
About the Authors
Benjamin J. Lovett, PhD, is an assistant professor of psychology at the State University of New York College at Cortland, where his research focuses on conceptual and applied issues in psychoeducational assessment and psychiatric diagnosis.
Dr. Lovett has more than 50 publications that have appeared in peer-reviewed journals and edited books. He also serves as a consultant to a variety of educational institutions and testing agencies on the topics of disability diagnosis and testing accommodations.
Lawrence J. Lewandowski, PhD, is a professor of psychology at Syracuse University, holding distinction as a Laura J. and Douglas Meredith Professor for Teaching Excellence.
Dr. Lewandowski has approximately 100 publications, most of which deal with the study of learning disabilities, attention disorders, and other pediatric neurological conditions. His recent research involves such topics as processing and reading speed in individuals with and without disabilities, extended-time accommodations for students with disabilities, assessment of clinical impairment in attention-deficit/hyperactivity disorder and learning disabilities, and the effects of concussion on children and adults.
Testing Accommodations for Students with Disabilities deserves a wide audience. It is both an accurate presentation of the state of testing accommodations as well as a vision for the future. Lovett and Lewandowski do a superb job of identifying the static and dynamic dots that, when connected, produce a picture of where we are and what could be. If you read only one book on educational or school psychology this year, you would be well served by choosing this one.