Reading Allowed? An Analysis of Accommodations Research and Policy

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

Abstract

Federal regulations require the inclusion of all students with disabilities in all state and district assessments, but providing assessments that are accessible to students with print-related disabilities can be challenging. This paper analyzes and summarizes the research literature and current state accessibility policies for five read aloud accommodations, thus presenting a comprehensive overview of how research findings and policies align. This review also identifies gaps in the literature and areas where further research is needed. The findings of this review, as well as the recommendations presented in the paper, can be used to refine accessibility policies and improve practice for students with disabilities participating in assessments.

Authors

• Mari Quanbeck, National Center on Educational Outcomes

• Virginia A. Ressa, University of Minnesota

• Sheryl S. Lazarus, University of Minnesota

• Andrew R. Hinkle, National Center on Educational Outcomes