Examining the Relationships Between Bundled Accommodations and Math Outcomes for Secondary Gifted Students

• In Event: Universal Design Elements: Assessment and Experiences for Inclusion

Abstract

The present study examined the chance that gifted students had to achieve the provincial math standards in Ontario, Canada in relation to whether or not they received specific accommodation packages for a large-scale math test in two years. To better interpret the relationships between accommodations and student performances, odds ratio analysis and an adjustment method were used to examine each bundled package for accommodated gifted and non-accommodated typically developing students. Results indicate that accommodated students who received four packages had a significant higher probability of achieving math standards than did non-accommodated typically developing peers. Finally, educational implications for teacher education and professional development in special education are also discussed in this paper.

Author

• Pei-Ying Lin, University of Saskatchewan