Evidence-Based Test Accommodations for Students With Developmental Disabilities in Higher Education

Abstract

Test accommodation is often requested to assess the learning outcomes and abilities of students with developmental disabilities. Evidence-based decision making is required for choosing appropriate test accommodations. The purpose of this article is to present guidelines for practice and directions for future research on test accommodations. A review of recent studies revealed that extended examination time is effective for students with developmental disabilities. Using personal computers for essay examinations is effective only if a student's typing skills are sufficient. Some research showed that it might take longer to take an examination with presentation accommodations such as larger print. Separate room accom- modation is effective for some students but negatively effects others. Individual differences may be the reason for inconsistent research results and for making the selection of test accommodations difficult. Careful assessment of functional impairment is necessary for both practice and research.