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FAQs / HELP > Guidelines for Accommodating ELLs with Disabilities

ACCESS for ELLs® Guidelines for Accommodating English Language Learners with Disabilities

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The following guidelines are divided into each of the four domains of the test - listening, reading, writing, and speaking - with indications of whether a particular accommodation is appropriate for the domain (Yes), inappropriate and therefore not recommended (No), or Not Applicable (N/A) because the "accommodation" is already incorporated into the test design or is irrelevant for the domain.

Accommodation
Assessment Domains
Presentation Format/Test Directions
Listening
Reading
Writing
Speaking
Explanation of directions (English)
Yes
Yes
Yes
Yes
Repeat directions
Yes
Yes
Yes
Yes
Use directions that have been marked by teacher
Yes
Yes
Yes
N/A1
Sign directions to students
Yes
Yes
Yes
Yes
Translation of directions into native language
Yes
Yes
Yes
Yes
Translation of test into native language
No
No
No
No
Translation of test into sign language
No
No
No
No
Oral reading in English
No
No
Yes
No
Oral reading in native language
No
No
No
No
Use of Bilingual dictionary
No
No
No
No
Use of highlighters (yellow only) by student
Yes
Yes
Yes
N/A
Use of marker to maintain place
Yes
Yes
Yes
N/A
Large Print or visual magnification device
Yes
Yes
Yes
Yes
Audio amplification device or noise buffer
Yes
Yes
Yes
Yes
Student reads questions or responses aloud to self
Yes
Yes
Yes
N/A

1N/A means Not Applicable either because this is already an integral part of the test design (e.g., responding orally on the speaking test) or irrelevant because the given accommodation would not be of any use (e.g., using scribes for the speaking test - there is no writing involved).

Setting Format
Listening
Reading
Writing
Speaking
Test administered by school personnel familiar to student
Yes
Yes
Yes
Yes
Alone in study carrel
Yes
Yes
Yes
N/A
Administer test in separate room
Yes
Yes
Yes
Yes
With small groups
Yes
Yes
Yes
Yes
Preferential seating
Yes
Yes
Yes
Yes
Individually
Yes
Yes
Yes
Yes
By special education personnel
Yes
Yes
Yes
Yes
Special lighting
Yes
Yes
Yes
Yes
Special acoustics
Yes
Yes
Yes
Yes
Special furniture
Yes
Yes
Yes
Yes
Administer test with school personnel in non-school setting (e.g., home or hospital)
Yes
Yes
Yes
Yes


Timing/Scheduling
Listening
Reading
Writing
Speaking
Extended testing time (same day)
Yes
Yes
Yes
Yes
More breaks
Yes
Yes
Yes
Yes
Extending sessions over multiple days
Yes
Yes
Yes
No


Response Format
Listening
Reading
Writing
Speaking
Braille writers
N/A
N/A
No
N/A
Word processors or similar assistive device (Spell and grammar check and dictionary/thesaurus must be turned off)
N/A
N/A
Yes
N/A
Write directly in test booklet
Yes
Yes
Yes
N/A
Tape recorders
N/A
N/A
No
N/A
Scribes2
Yes
Yes
Yes
N/A
Responses in native primary language
No
No
No
No
Answer orally, point to answer
Yes
Yes
No
N/A

2 If an IEP team determines that a scribe is necessary, all student responses must be transcribed verbatim, including spelling, punctuation, and paragraph breaks.

Other Administration Considerations
Listening
Reading
Writing
Speaking
Provide verbal praise or tangible reinforcement to increase motivation
Yes
Yes
Yes
Yes
Administer practice test or examples before the administration date of the assessment
Yes
Yes
Yes
Yes
Allow use of equipment or technology that the student uses for other tests and school work (e.g., pencils adapted in size or grip, slant board or wedge)
Yes
Yes
Yes
Yes


Other Accommodations Not Available and Not Recommended by the WIDA Consortium at this Time
Listening
Reading
Writing
Speaking
Braille edition of assessment3
Possible
Possible
Possible
Possible
Signing questions or answers4
No
No
No
No

3ACCESS for ELLs® is not available in Braille at this time. If an IEP team determines that it is in the best interest of a student to make the test available in Braille, the following guidelines are recommended to ensure the integrity of the assessment:

a. The student must be Braille proficient so as not to confound English language proficiency with proficiency in Braille;

b. Braille graphics must be included as this is a graphic dependent test; and

c. If the Braille graphics are also verbally described by the test administrator, such descriptions should be made in the student's native language so as not to confound with English language listening skills;

d. The student's responses should be transcribed verbatim, including spelling, punctuation, and paragraph breaks, by a school staff member into a regular ACCESS for ELLs® test booklet for scoring;

e. The writing assessment should be transcribed verbatim into the test book by a school staff member.

4 Deaf and hard of hearing students, including those for whom American Sign Language (ASL) is their first or primary language, can generally participate in the reading and writing sections of the test with few or no accommodations necessary. Lip-reading with spoken responses for those students who possess these abilities may be possible for the listening and speaking parts of the test. IEP teams should make such determinations on a case-by-case basis. Translating the listening and speaking prompts into sign language is equivalent to translating into another spoken language, such as Spanish or Arabic, and therefore is prohibited as it changes the construct and invalidates the test.

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