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Educators' Interpretations of Ambiguous Accommodations

University of Massachusetts Boston, maryann.byrnes{at}umb.edu

This exploratory case study examined how general and special education teachers in one school district interpreted three frequently used accommodations. Although a majority of both groups agreed on interpretations of extended time, there was little agreement, considerable variation, and some contradiction in their understanding of the changes intended by scribing and preferential seating. Recommendations include suggestions for replacing ambiguous accommodations with functional descriptions, linking accommodations more directly with barriers presented by disabilities, and paying particular attention to ensuring that interpretations are shared as students move through their school experience.

Key Words: accommodations • access to the curriculum • access to the general curriculum • effective planning • individualized education programs

This version was published on September 1, 2008

Remedial and Special Education, Vol. 29, No. 5, 306-315 (2008)
DOI: 10.1177/0741932507313017


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