#AUDITORY DYSLEXIA FULL#

Modifications Are Different from Accommodations An accommodation does not change item or test validity. Without accommodations, an assessment may not accurately measure the knowledge and skills of a student with a learning disability (e.g., dyslexia). Assessment (testing) accommodations are changes in assessment materials (e.g., large print) or procedures (e.g., extended time) that allow students to demonstrate their abilities-not their disabilities-during tests and exams.

#AUDITORY DYSLEXIA FULL#

Classroom accommodations make it possible for students to learn and demonstrate their learning through full participation in classroom instruction. Accommodations make it possible for students with dyslexia to demonstrate their learning without being hindered by their disabilities.Īppropriate accommodations need to be an integral part of the normal cycle of teaching and testing- never reserved only for periods of assessment. Accommodations do not change the content of instruction, give students an unfair advantage, or change the skills or knowledge that a test measures. Accommodations are adjustments made to allow a student to demonstrate knowledge, skills, and abilities without lowering learning or performance expectations and without changing what is being measured (e.g., providing text in audio-format when academic knowledge is the target skill being measured). The purpose of accommodations is to ensure equal access to the full school experience for students with dyslexia or other learning disabilities (e.g., providing extended exam time for a student who has slow processing speed affecting academic fluency). Accommodations do not change the content of instruction, give students an unfair advantage, or change the skills or knowledge that a test measures.Accommodations, provided for both testing and instruction, change the way students access information and demonstrate their knowledge, skills, and abilities they do not change academic standards or expectations.

Auditory dyslexia