Introduction

Accommodations and other accessibility features can provide access for students with disabilities, language learners, and others with accessibility needs. The results of an analysis of U.S. state accessibility and accommodations policies will be presented.

Objectives

The objective of this paper is to help participants get a deeper understanding of how accessibility features and accommodations can be used to improve student access, and to help ensure the valid measurement of what students know and can do. It will focus on how to develop appropriate accommodations policies.

Methodology

Data were obtained through the examination and analysis of publicly available information, including accommodations manuals and other state policy documents, on state department of education websites. Document analysis and other qualitative methodologies were used. Accommodations were coded based on information in each state’s accommodations policy. The findings were compared with previous analyses to see how the accommodations policies have changed over time.

Results

All states had accommodations policies. Accessibility features and accommodations that were allowed in most states, with or without restrictions, included: braille, sign language interpretation, extended time, read aloud, scribe, calculator, and others. There has been a change over time in how accessibility features and accommodations are included in policies.

Conclusions

Accommodations and other accessibility features play an important role in helping students with disabilities show what they know and are able to do. Policies continue to evolve and change, to reflect the most current thinking and research on accommodations. The shift to the delivery of more assessments via technology is also reflected in the way accommodations and other accessibility features are included in policies.