Making Accommodations for Students with Disabilities
    Footnotes

    “Making Accommodations for Students with Disabilities,” Seminary Learning Assessments (2016)

    “Making Accommodations for Students with Disabilities,” Seminary Learning Assessments

    Making Accommodations for Students with Disabilities

    The purpose of assessment accommodations is to enable students with specific needs, disabilities, or health-related conditions to participate in the assessment on an equal basis with other students. Teachers should make appropriate accommodations to meet the specific needs, disabilities, and health-related conditions of their students. The following are guidelines to consider as you make accommodations for your students:

    1. Identify students who may have specific needs or disabilities. Have a private conversation with each student to identify his or her specific need(s). Listen attentively, and be positive. You may consider having conversations with these students’ parents or Church leaders to help you better understand their specific need(s).

    2. Based on your conversations, make a plan that appropriately accommodates the student’s specific need(s).

    3. Implement the accommodations. Individual accommodations should remain confidential. It is impossible to list all of the possible accommodations; however, the following are several examples of possible accommodations:

      Presentation: Provide the student with an audio version of the assessment, present the instructions and assessment orally, or provide the student with a large-print version of the assessment (see the Learning Assessments website for the currently available formats of the assessment).

      Setting: Provide the student with preferential seating in the classroom, provide a space with minimal distractions, or administer the assessment in a small-group setting or in another room.

      Test scheduling: Administer the assessment in several sessions or over several days, allow the various parts of the assessment to be taken in a different order, administer the assessment at a specific time of day, or allow extended time to complete the assessment.

      Response: Allow the student to make verbal responses of his or her answer choices, allow for answers to be dictated to a scribe or recorder, or permit answers to be marked in the assessment booklet rather than on the answer sheet.

    4. Avoid making accommodations that change or reduce the learning expectations of the student.

    5. Have Christlike love for each student, and follow the promptings of the Spirit as you make accommodations to meet students’ needs.

    6. Go to the following Church website to find more general information on helping individuals with disabilities: lds.org/topics/disability.