Strand-level Impacts of Bundled Accommodations on Literacy Outcomes for Secondary Students with Mild Intellectual Disabilities

• In Event: Rethinking Ability and Assessment – From Accommodation to Affirmation

Abstract

This study examined the impact of bundled accommodations on literacy outcomes for high school students with mild intellectual disabilities (MLD), focusing on strand-level performance within a large-scale assessment. Building on foundational research in accommodations, this study addresses a gap between item- and test-level analyses by analyzing 261 distinct bundles across five provincial literacy strands. Results show that students with MLD who received 121 bundled accommodations were significantly more likely to meet provincial literacy standards. Thirty-six bundles yielded measurable gains, with both the number and effectiveness of bundles varying by strand. Notably, three bundles were associated with positive outcomes across all strands and overall performance. Findings underscore the value of strand-level data for informing equitable assessment practices for students with disabilities.

Author

• Pei-Ying Lin, University of Saskatchewan