High stakes testing often presents a unique set of challenges and opportunities, particularly in inclusive education settings. For students with disabilities, such as ADHD and reading or writing disabilities, these tests can feel like insurmountable hurdles unless appropriate accommodations are provided. This blog delves into how educators can effectively use Smarter Balanced Assessment (SBA)-approved accommodations written into Individualized Education Programs (IEPs) to help create a more level playing field for all students.
Key Takeaways
Understand the range of SBA-approved accommodations for students with disabilities.
Learn how specific accommodations support students with ADHD, and reading and writing disabilities during high stakes tests.
Real-world examples of how these accommodations can be implemented for effective support.
SBA-Approved Accommodations for Diverse Needs
ADHD Accommodations
Students with ADHD can benefit significantly from specific accommodations that help manage their focus and energy during high stakes tests.
Accommodations:
Frequent Breaks: Allows students to manage their energy and attention spans more effectively.
Preferential Seating: Positions students in a place with minimal distractions.
Extended Time: Provides additional time to complete tests, helping manage focus-related issues.
On-Screen Tools: Tools like calculators, spell-check, and text-to-speech can support students' focus and comprehension needs.
Presentation Accommodations: Includes changing the size or background color of text to enhance readability and reduce visual strain.
Response Accommodations: Allows the use of aids like scratch paper, response templates, or word prediction software to assist in organizing thoughts and responses.
Real-World Application:
Michael, a fourth-grader with ADHD: Benefits from being seated away from high-traffic areas and closer to the teacher, reducing distractions and allowing him to focus better on his tests. Frequent breaks help him manage his energy levels, preventing fatigue and inattention.
Reading Disabilities Accommodations
Students with reading disabilities, such as dyslexia, often need accommodations that help them process text more effectively during tests.
Accommodations:
Text-to-Speech (TTS): Allows text to be read aloud to the student through embedded software.
Human Reader: Provides a human to read test items to the student.
Extended Time: Offers additional time to complete the test.
Printed Materials: Allows students to work with physical paper for reading assessments.
Magnification and Screen Display Adjustments: Enhances the readability of on-screen text.
Preferential Seating: Minimizes distractions and maximizes focus.
Highlighting/Marking Tools: Allows students to highlight or underline digital text during the assessment.
Real-World Application:
Sarah, a high school student with dyslexia: Uses text-to-speech software during her tests to better understand the context and meaning of the questions. Extended time reduces her stress and allows her to fully demonstrate her understanding without the pressure of a ticking clock.
Writing Disabilities Accommodations
Students with writing disabilities, such as dysgraphia, require accommodations that facilitate the physical act of writing and organizing thoughts.
Accommodations:
Speech-to-Text (STT): Allows students to dictate their responses to a computer that converts speech into text.
Word Prediction Software: Assists in text generation by predicting words based on the initial letters typed.
Scribe: A scribe can write down answers exactly as the student dictates them.
Extended Time: Provides additional time to complete tasks.
Alternate Keyboard: Special keyboards support students with limited fine motor skills.
Use of Assistive Technology: Devices such as adapted mouse systems or touch screens.
Editing Tools: Spell check, grammar check, and other editing tools support students in producing polished text.
Template and Organizational Aids: Graphic organizers or templates can help students structure their responses.
Real-World Application:
Alex, who has dysgraphia: Finds writing by hand during tests both painful and inefficient. With speech-to-text technology, he can articulate his answers verbally and have them transcribed accurately. This accommodation allows him to successfully compete with his peers in essay-based exams.
High stakes testing doesn't have to be a barrier to success for students with disabilities. By leveraging SBA-approved accommodations and incorporating them into students' IEPs, educators can ensure that these assessments fairly evaluate each student's knowledge and skills. This approach not only supports students in demonstrating their true academic abilities but also reinforces the principles of equity and inclusivity in our educational systems.
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