Bridging the Gap
Strategies and interventions to help students with learning disabilities, AD/HD and emotional disorders meet the Standards in regular ed classrooms
This section has been created by Special Education teacher Anne Sepe
with a mini-grant from the Rural Education Advisory Committee
Test Adaptations
Test Adaptations
This section deals with creating or modifying tests to provide accessibility
for students with LD, AD/HD and ED; focus on testing concepts
without penalizing for low undergirding skills
Directions:
Keep them short and simple
Write them at the beginning of each section, give example of responses
Read them orally
Check for understanding. Circulate and ensure that directions are being followed
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Computation and Problem Solving
Allow calculators, number lines, manipulatives, etc. where appropriate
Test for understanding of concepts (area of a trapezoid, converting to improper fraction, etc.). Keep computation simple (use 12 x 20, not 61.7 x 8.46).
Matching:
Put the list with the shortest items on the right
Put the whole matching set on the same page
Limit the matching set to five items dealing with a single topic
Have students indicate correct answer by matching letter and number, not by drawing lines
Multiple Choice:
Use direct questions (Who was our first President?).
Avoid incomplete statements (The father of our country was…..)
Keep question and answer options short. Use clear, simple language (Why do green plants need sunlight?………to photosynthesize)
If testing definitions, give the term and offer definitions as choices (Democracy means……………)
Offer only three answer choices
Put only one answer choice on a line
Keep white space between sets of question and answer choices (Skip a line)
Let students circle the correct answer. Avoid writing responses on Answer Sheet or filling in Scantron spaces
True-False:
Avoid negative questions as much as possible. Underline any negatives used
Don’t use double negatives
Be specific. Avoid unclear or equivocal words (some, rarely, many)
Have students write “true” or “false”, not “T” or “F”
Essays:
Use simple, clear language to explain essay topic.
Provide thesis statement
Offer choice of topics to write about
Modifying existing tests:
Allow student to answer fewer questions (Solve 2 of the 3 equations, answer 7 of 10 short answer questions, write 1 of 2 paragraphs, etc.)
Decrease number of choices on multiple choice questions (cross out 1 response)
Divide matching questions into sections of 5 by using highlighters to color-code question and answer choices (first 5 questions and choices A, C, F, G, J colored green. Next 5 questions and B, D, E, H, I colored pink)
Give word banks for fill-in questions. No more than 5 questions per word bank.
Break long exams into sections by topic or unit. Before administering each section, help students transfer topical information into short-term memory (“Take a minute and think about birds. Picture the adaptations that make them able to fly. Remember how they reproduce. Recollect whether they’re warm or cold blooded etc)
On essay questions
1) offer student choice between two or three topics
2) simplify language explaining essay topic. Provide thesis statement
3) provide graphic organizers for students to fill in
4) furnish topic sentence, have student write supporting details and concluding sentences
5) provide scribe, word processor or (pre-trained) voice-activated dictation program
6) Read essay back to allow student to make necessary corrections
7) allow student to choose between answering in essay format or illustrating ideas with captioned pictures
Modifying test administration:
Students may not listen to you once the test is in their hands, so do all talking, explaining, direction-giving before giving out the tests
Administer test in location with minimal distractions (this may be resource room, regular ed classroom, media center or other setting
Allow extra time (Possibly administer test in several sessions during the day)
Read/rephrase directions
Read/rephrase questions
Give additional examples
Highlight directions, key words in questions
Increase spacing between items
Enlarge print
Record answers directly on test
Provide word banks
Provide scribe
Allow use of calculator
Allow use of spell checker
Allow use of spell checker
Don’t count spelling errors
Omit questions, prorate grade
Omit selected parts of test, prorate grade
Read written compositions back to allow student to make necessary corrections
Read answers back to allow student to make necessary corrections
Anne Sepe
This information may be used and shared by educational practitioners to enhance instruction but may not be reproduced for commercial purposes
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