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Journal of Learning Disabilities
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The Relationship Between Instructional and Assessment Accommodations in an Inclusive State Accountability System

Jim Ysseldyke

College of Education and Human Development at the University of Minnesota

Martha Thurlow

National Center on Educational Outcomes

John Bielinski

National Center on Educational Outcomes

Allison House

Minneapolis public schools

Mark Moody

Maryland State Dept. of Education

John Haigh

Division of Special Education and Early Intervention Programs, Maryland State Dept. of Education

We investigated the kinds of instructional and assessment accommodations students with disabilities receive, and the extent to which instructional accommodations match assessment accommodations. Most students who had IEPs in specific content areas received instruc tional accommodations in those areas, and there were no differences by disability type. We provide data on the specific types of accom modations used. Overall, students' assessment accommodations matched their instructional accommodations, though many student: received testing accommodations that had not been received in instruction. Implications are discussed for IEP teams who make decision: about instructional and assessment accommodations.

Journal of Learning Disabilities, Vol. 34, No. 3, 212-220 (2001)
DOI: 10.1177/002221940103400302
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