Advanced Search

Journal Navigation

Journal Home

Subscriptions

Archive

Contact Us

Table of Contents

CiteULike is a free service for managing and discovering scholarly references - click here to get started.

Sign In to gain access to subscriptions and/or personal tools.
Remedial and Special Education
This Article
Right arrow Full Text (PDF)
Right arrow References
Right arrow Alert me when this article is cited
Right arrow Alert me if a correction is posted
Services
Right arrow Email this article to a friend
Right arrow Similar articles in this journal
Right arrow Alert me to new issues of the journal
Right arrow Add to Saved Citations
Right arrow Download to citation manager
Right arrowRequest Permissions
Right arrow Request Reprints
Right arrow Add to My Marked Citations
Citing Articles
Right arrow Citing Articles via Google Scholar
Right arrow Citing Articles via Scopus
Google Scholar
Right arrow Articles by Ketterlin-Geller, L. R.
Right arrow Articles by Tindal, G.
Right arrow Search for Related Content
Social Bookmarking
Add to CiteULike   Add to Complore   Add to Connotea   Add to Del.icio.us   Add to Digg   Add to Reddit   Add to Technorati   Add to Twitter  
What's this?

Recommendations for Accommodations

Implications of (In)consistency

Leanne R. Ketterlin-Geller

University of Oregon, lketterl{at}uoregon.edu

Julie Alonzo

University of Oregon

Jenelle Braun-Monegan

University of Oregon, Information Systems for School Improvement group at Learning Point Associates

Gerald Tindal

University of Oregon

When accurately assigned and administered appropriately, testing accommodations help ameliorate the effects of personal characteristics that limit access to critical information and prevent a person from demonstrating his or her true abilities in the tested domain. Inaccurate assignment or misuse of accommodations may counteract the benefits of accommodations and introduce sources of measurement error. In this study, we investigated the consistency of accommodation assignments across 38 third-grade students' Individualized Education Programs (IEPs), teacher recommendations, and student performance data. We found inconsistencies between the accommodations listed on the IEP and the teachers' recommendations. Similar results were observed when comparing either IEP or teacher recommendations with students' performance. These inconsistencies are interpreted in light of federal mandates and best practices.

Remedial and Special Education, Vol. 28, No. 4, 194-206 (2007)
DOI: 10.1177/07419325070280040101
Add to CiteULike CiteULike   Add to Complore Complore   Add to Connotea Connotea   Add to Del.icio.us Del.icio.us   Add to Digg Digg   Add to Reddit Reddit   Add to Technorati Technorati   Add to Twitter Twitter    What's this?