Testing accommodations are modifications are changes made in testing to prevent your child's disability from interfering with her ability to demonstrate her true skill levels. They can include changes n the administration of the tests such as extended time, having items read using a text-reader, or having someone write your child's answers as she says them aloud and also changes to test such as multiple choice rather than short answer, or a reduced number of test items. The IEP team committee will likely discuss whether your child should have accommodations on his testing shortly after your child is formally diagnosed with a learning disability. Testing accommodations are permitted under both Section 504 and IDEA.  Accommodations can apply to more than just classroom assessments further, in some cases. They can apply to high-stakes accountability testing in state-level assessments and college entrance exam under certain conditions. It is important to be aware of the possible negative affects they may have for him and for his school while testing accommodations can seem like a good idea to support your child.  Helpful aspects of accommodations include accommodations enable teachers to get a more accurate assessment of your child's knowledge and skills when carefully applied.

Testing accommodations

Knowing that his disability will not prevent him from succeeding, accommodation s can help your child feel more comfortable with the testing process. Accommodations can help your child feel more comfortable with the testing process, knowing that his disability will not prevent him from succeeding. Also it can potentially help your child receive better grades and possibly more academic recognition. Accommodations may result in slightly higher scores on college entrance exams. Possible harmful aspects of accommodations include testing accommodations may be misused and misapplied. This can artificially increase your child's scores. This can because teachers overestimate his skills and ultimately lead to frustration and failure. Because he appears to have higher skill levels than he really has, your child may not get extra help he needs. Teachers may inadvertently focus less on your child, believing that the accommodations are all the support he needs in the most cases. Children with disabilities have inflated scores when accommodations are over-used. Such scores are used in instructional decisions and determining how to spend funds, place personnel, and provide professional development. As a result, students with disabilities can lose valuable support because they do not appear to need it. There are typically strict guidelines for using accommodations during state-level accountability testing. In setting limits, states try to balance student need and fair access to testing with the need for school accountability for improvement while most schools allow IEP teams to determine classroom testing accommodations. The most significant reason for rigid regulation is that statewide assessment results reflect the quality of instruction children receive. Large numbers of modifications can artificially raise students' scores. This can prevent school improvement and mask serious instructional problems. Another reason for regulation, and this is unfortunate but true, there are people who attempt to get modifications for their children.