# data[].attributes.body
10 Essential Strategies for Teaching Special Needs Students - Education And Academy

# data[].attributes.attachment_link.title
10 Essential Strategies for Teaching Special Needs Students - Education And Academy

# data[].attributes.attachment_link.description
Teaching special needs students can be both a rewarding and challenging endeavor. Each student comes with unique strengths, challenges, and learning styles,

# data[].attributes.body
This website lists 10 ways to help students with special needs:

1. Understand Individual Learning Needs

2. Create a Structured Learning Environment

3. Use Multisensory Approaches

4. Foster a Supportive Classroom

5. Collaborate with Parents/Caregivers

6. Implement Positive Behavior Support

7. Adapt Teaching Materials

8. Use Technology Effectively

9. Continuous Professional Environment

10. Conclusion

# data[].attributes.body
This website also has many more articles and teachers access to many more strategies and advice.

Each student is different and while one strategy might work for one student it might not work for another

Having a well-organized and warm environment is highly encouraged and helps students

Parents should be just as involved and the teachers

Keeping undated in new strategies are encouraged

It can be frustrating but remain patient and understanding

# data[].attributes.body
Bright Spots

# data[].attributes.attachment_link.readable_text
Bright Spots are individuals making a real difference in the lives of individuals with disabilities through their active and effective work to enhance the individual's safety and success through the prevention of and response to maltreatment, i.e., neglect, abuse and bullying!

Bright Spots can be educators, caregivers, and other advocates dedicated to creating a brighter, safer future - making meaningful changes that positively impact the lives of vulnerable individuals. If you, or someone you know, is a Bright Spot, we would love to know! Please complete the short nomination form below.
Bright Spots Nomination Form

# data[].attributes.attachment_link.description
Bright Spots are individuals making a real difference in the lives of individuals with disabilities through their active and effective work to enhance the individual's safety and success! Bright Spots can be educators, caregivers, and other advocates dedicated to creating a brighter, safer future - making meaningful changes that positively impact the lives of vulnerable individuals.

# data[].attributes.body
This website is the largest professional organization that helps both teachers and parents improve the lives of children with disabilities. There are different topics such as but not limited to:

1. Maltreatment and Bullying

2. Autism

3. Learning Disabilities

4. Cultural Diversity

5. Student Engagement

# data[].attributes.body
The one that I read specifically is the maltreatment of children and how to combat it. Educators are mandated reporters and if abuse is spotted, they have the responsibility to report and make a change when they can. Bright Spots are people who make it their mission to make a difference in the lives of those with disabilities.

# data[].attributes.body
Twice Exceptional: Definition, Characteristics & Identification

# data[].attributes.body
This website focuses on how to identify and support 2e students. It also explains the different patterns one sees before identifying what disabilities the child has. It is a complicated process, but some tips to identify them are to:

Use formal and informal assessments

Extend time available for student to demonstrate their skills

Take a multi-dimensional approach to identifying twice-exceptional students

Reduce qualifying cut off scores to account for learning differences or disabilities

# data[].attributes.body
"2e" students refers to "twice exceptional". This refers to intellectually gifted children with one or more learning disabilities (dyslexia, ADHD, autism, etc.). This website also has scholarship programs, resources, and advice for families and teachers.

# data[].attributes.body
Speech and Language Disorders

# data[].attributes.attachment_link.description
Speech is how we say sounds and words. Language is the words we use to share ideas and get what we want.

# data[].attributes.body
This is the website of a national organization that strives to give everyone a sure chance at communication. It focuses on speech disabilities such as stuttering and other speech impediments. It also focuses on language difficulties such as comprehension, reading, writing, and talking. You can choose to read about children or adults and different ways to accommodate and support those individuals with disabilities.

# data[].attributes.body
Some important details include resources on how to navigate early detection, communication options, speech disorders, language disorders, medical and developmental conditions, and additional resources. Doctors, advocacy, events, and management are also listed as resources one can investigate.

# data[].attributes.body
Deaf Kids

# data[].attributes.attachment_link.readable_text
The right to a free, appropriate public education remains unrealized by many children who are deaf or hard of hearing. Direct and uninhibited language and communication access to the curriculum, and all facets of the schooling experience are essential for a deaf or hard of hearing child to achieve equality of opportunity and an appropriate education.

Lawmakers, school districts, community leaders, parents and others must be reminded about the importance of providing equal educational opportunities for deaf and hard of hearing children.

Colleges, universities and other post-secondary programs are also required to make their programs accessible to their deaf and hard of hearing students. Access is an individualized process and can be realized in a variety of ways.

The NAD is actively involved in providing information about opportunities available for educating deaf and hard of hearing children, challenges that deaf and hard of hearing people encounter with high-stakes testing, and the legal obligations of public and private schools, post-secondary programs, colleges, and universities.

# data[].attributes.attachment_link.description
The right to a free, appropriate public education remains unrealized by many children who are deaf or hard of hearing. Direct and uninhibited language and communication access to the curriculum, and all facets of the schooling experience are essential for a deaf or hard of hearing child to achieve equality of opportunity and an appropriate education.

# data[].attributes.body
As the title states, this is the official organization that represents those who are deaf or have experiences with hearing difficulties. The "Deaf Children" section details different pathways of education and ways to add communication to the public school system curriculum. Equal access to education is extremely important and is protected by lawyers and lawmakers. Advocating for education for and of the Deaf are also very important. It will allow Deaf people to have access to better opportunities as well as ridding the world of unfair assumptions and steroetypes about deaf people.

# data[].attributes.body
This website provides resources that deaf people, parents, and others can access for information. There are many goals that this organization has, but the ones that are school related include but are not limited to:

To increase working knowledge of education and early intervention systems

To meet with legislators regularly regarding deaf education on the behalf of the association or organization represented

To provide direct support to parents of deaf or hard of hearing children in their state

# data[].attributes.body
Autism Speaks

# data[].attributes.body
Autism Speaks is an American non-profit organization dedicated to providing resources, support, and education to and on those with autism. It was founded in 2005 by two grandparents to a child with autism. Autism Speaks strives to give those with autism the representation and respect that they deserve. While this website is geared more towards those with disabilities and their parents/family, there are also resources for educators. Autism Speaks makes it abundantly clear that no two people with autism are alike, no person is the same, just like how no person without autism is the same.

# data[].attributes.body
Autism Speaks has many resources and ways to help individuals or families with autism. Some resources include:

Signs of autism

What it is

What to do after a diagnosis

Activities and events

Specialists

Parent and educator resources

News updates

Donations

# data[].attributes.body
Children and Adults with Attention Deficient/Hyperactivity Disorder

# data[].attributes.attachment_link.title
CHADD - Improving the lives of people affected by ADHD

# data[].attributes.attachment_link.description
Children and Adults with Attention-Deficit/Hyperactivity Disorder (CHADD) is the nation’s leading nonprofit organization serving people affected by ADHD.

# data[].attributes.body
CHADD was founded in 1987 in response to frustrated parents who were struggling to support their children with ADHD. Individuals with ADHD were often mistakenly labeled “a behavior problem,” “unmotivated,” or “not intelligent enough”, and this organization seeks to disprove those inaccuracies. It provides resources for parents, educators, and adults with ADHD.

# data[].attributes.body
CHADD encourages membership and donations to support research and advocacy for ADHD. There is an international ADHD convention being held in Kansas City, Missouri November 13-15, 2025. There are online communities for parents of children with ADHD and adults with ADHD to support one another. CHADD also broadcasts recent news, donations, awards, training, and more in support of those with Attention Deficient/Hyperactivity Disorder.

# data[].attributes.body
Growth in Literacy Skills

# data[].attributes.attachment_link.readable_text
Introduction

When it comes to supporting struggling learners in the realm of English Language Arts (ELA) and literacy skills, special education teachers need comprehensive and effective curricula designed to meet their students' unique needs. In this blog post, we will explore five outstanding ELA curricula that have proven to be highly beneficial for special education classrooms.

These curricula not only offer engaging content but also provide differentiated instruction, multisensory approaches, and comprehensive support to help struggling learners succeed. Let's dive into the details of each curriculum in no particular order and discover how they can transform ELA instruction for students with special needs.

1. Readtopia by Building Wings

Readtopia by Building Wings is a research-based ELA curriculum that engages students through real-world, high-interest content. It provides differentiated instruction, scaffolded support, and multimedia resources to help struggling learners develop reading comprehension, vocabulary, and critical thinking skills. With its interactive features and flexible implementation options, Readtopia ensures that students with diverse abilities can actively participate in ELA lessons and build confidence in their reading abilities.

2. Early Literacy Skills Builder (ELSB) by Attainment Company

Early Literacy Skills Builder (ELSB) by Attainment is specifically designed for students with significant cognitive disabilities. This curriculum focuses on early literacy skills such as letter recognition, phonemic awareness, and basic sight words. ELSB provides hands-on activities, visual supports, and repetitive practice to help students develop foundational reading skills. With its systematic approach and adaptive materials, ELSB empowers special education teachers to support their students' literacy growth from the earliest stages. This curriculum is perfect for kindergarten literacy skills and literacy skills for preschoolers.

3. Adapted Classics by Attainment Company

Attainment's Adapted Classics is a unique ELA curriculum that brings the world of classic literature to students with special needs. It offers simplified adaptations of well-known novels and stories, making them accessible and engaging for struggling learners. Through Adapted Classics, special education teachers can introduce literary elements, comprehension strategies, and critical thinking skills while nurturing a love for literature. This curriculum provides inclusive materials, interactive activities, and extensive support to help students explore the beauty of classic literature.

4. Unique Learning Systems by N2Y

Unique Learning Systems by N2Y is a comprehensive curriculum that encompasses various subject areas, including ELA, for students with complex learning needs. It offers adaptable lessons, interactive activities, and differentiated materials to meet the diverse abilities and interests of students. The literacy skills component of Unique Learning Systems focuses on developing language skills, reading comprehension, writing, and communication. With its rich resources and personalized learning options, this curriculum empowers special education teachers to provide meaningful development of literacy skills instruction to struggling learners.

Learn more about how I plan for N2Y in this blog post.

5. Fundations by Wilson Language

Fundations by Wilson Language is a systematic and explicit phonics and spelling program designed to support students with dyslexia and other reading difficulties. It provides a structured approach to phonemic awareness, phonics, and word study, helping students develop decoding and encoding skills. Fundations incorporates multisensory techniques, including tapping and handwriting, to reinforce letter-sound connections and improve reading fluency. By implementing Fundations, special education teachers can equip struggling learners with the foundational skills necessary for reading success in pre-literacy skills.

Conclusion

Incorporating effective ELA curricula is essential for special education teachers seeking to empower struggling learners with the literacy skills and confidence needed to navigate the world of literacy. The five curricula highlighted in this blog post-Readtopia, ELSB, Adapted Classics, Unique Learning Systems, and Fundations-provide special education teachers with comprehensive resources, differentiated instruction, and inclusive materials. By leveraging these curricula, teachers can create engaging, accessible, and impactful literacy skills experiences that unlock the full potential of their students with special needs.

What are the 6 abilities of literacy?

All of these curricula have six early literacy skills:

1. Phonemic Awareness: This skill involves the ability to identify and manipulate individual sounds (phonemes) in spoken words. It includes activities like recognizing rhyming words, blending sounds to form words, and segmenting words into individual sounds.

2. Letter Recognition: Early literacy development includes recognizing and identifying letters of the alphabet. Children should be able to recognize uppercase and lowercase letters and associate them with their corresponding sounds.

3. Print Awareness: This skill refers to understanding how print works, including knowing that print carries meaning, recognizing the difference between letters and words, and understanding the directionality of reading (left to right and top to bottom).

4. Vocabulary Development: Building a strong vocabulary is crucial for early literacy. It involves learning and understanding the meanings of words, which enables children to comprehend and express themselves effectively.

5. Phonics: Phonics is the relationship between letters and their sounds. It involves teaching children the sounds that letters or groups of letters make and how they can be blended together to form words.

6. Comprehension: While comprehension skills develop over time, even at an early age, children can begin to understand and interpret simple stories and texts. Comprehension skills involve understanding the meaning of what is being read, making connections to prior knowledge, predicting outcomes, and answering questions about the text.

Read more about how I adapt curriculum to meet the needs of all learners.

Instagram | TeachersPayTeachers | Facebook | Boom Learning Library

# data[].attributes.attachment_link.title
Growth in Literacy Skills: 5 ELA Curricula for Special Education - Full SPED Ahead

# data[].attributes.attachment_link.description
Special education teachers need comprehensive and effective curricula designed to meet their students' unique needs to develop literacy skills.

# data[].attributes.body
This article provides tips and various different resources on special education curricula. The article explains how special education classrooms need to follow the curriculum that the student's peers are learning but use a modified version. The curriculum resources are:

1. Readtopia by Building Wings

2. Early Literacy Skills Builder (ELSB) by Attainment Company

3. Adapted Classics by Attainment Company

4. Unique Learning Systems by N2Y

5. Fundations by Wilson Language

# data[].attributes.body
Full SPED Ahead is a blog created by a team of special education educators that want to create a space for educators that allows them to ask and answer questions, provide resources for the classroom, and offer support for teachers new and old.

# data[].attributes.body
Bilingual Learners

# data[].attributes.attachment_link.title
On Linguistic Difference and Disability: Basic Considerations When Engaging Bilingual Students with Academic or Social-Emotional Challenges by Bryn Harris and Amanda Sullivan | Equity Alliance

# data[].attributes.body
IDEA

# data[].attributes.attachment_link.title
Individuals with Disabilities Education Act (IDEA)

# data[].attributes.attachment_link.description
Information about the the Individuals with Disabilities Education Act (IDEA), the law that governs education for children with disabilities, including the law’s statutes, regulations, and associated policies.

# data[].attributes.body
This specific article details some considerations that an educator should give their student who is bilingual with other special needs. Some aspects to keep in mind include:

Appropriate prereferral intervention & support system

-Don't conclude that a student has intellectual or behavioral needs until it is clear that the language barrier isn't the problem

Peer Consideration

-Who are you comparing this student to?

Interdisciplinary Teaming

-English language teachers/specialists and parents should be a part of the process

Special Education Evaluation

-Conduct evaluations in the language most likely to get accurate results

# data[].attributes.body
Equality Alliance is a website whose mission is to "promote access, participation, and positive outcomes for all students" by engaging educators, advancing the discussion of educational equality, and transforming public, private, and international education. This organization/blog is sponsored by the Graduate School of Education though the University of Stanford.

# data[].attributes.body
The U.S. Department of Education is an official website of the United State government. It details the rules and regulations, laws, and protocols that states have to follow and enforce in their school districts. The Individuals with Disabilities Education Act (IDEA) is a law that ensures a free public education a right to all children in the United States, special education services to be provided if necessary, and more.

# data[].attributes.body
This website provides the user with data, reports, the rules and regulations, the history of IDEA, guidance documents, resources for families, information about what regulations private schools have to follow, teaching and educational resources, and more.

# data[].attributes.body
Assistive Technology

# data[].attributes.attachment_link.title
What is AT? - Assistive Technology Industry Association

# data[].attributes.attachment_link.description
Learn more about assistive technology: products, equipment, and systems that enhance learning, working, and daily living for persons with disabilities.

# data[].attributes.body
The Assistive Technology Industry Association is a non-profit organization that develops and spreads awareness for Assistive Technology and individuals with disabilities. It provides information about conferences, online education, becoming a member, and other resources. There are many misconceptions and much stigma surrounding AT, and the ATIA is determined to set the record straight.

# data[].attributes.body
Some important information about the Assistive Technology Industry Assocation website is all of the resources that it provides. It answers questions such as but not limited to:

1. What is Assistive Technology?

2. How do you choose the right AT?

3. Who pays for the AT?

4. What is the ATIA, and how can it help you find more out about AT?

It gives suggestions on how parents, teachers, and individuals with disabilities can use high- and low-tech AT.

# data[].attributes.body
Educational Games

# data[].attributes.attachment_link.title
ABCmouse: Educational Games, Books, Puzzles & Songs for Kids & Toddlers

# data[].attributes.body
ABC Mouse is a website that provides educational games, puzzles, videos, worksheets, programs, resources, and more for students, teachers, and parents. It is for grades Pre-K-8 and includes reading, writing, math, science, history, and music lessons. While not geared towards students with disabilities specifically, it can be used as instruction for students of all ages and skills.

# data[].attributes.body
ABC Mouse has won multiple awards for its educational programs. It is an award-winning homeschooling resource and parent of students not yet in school have stated that they love this resource. There are worksheets that educators can print out and there are step-by-step learning plans that can be created as well.

# data[].attributes.body
Intellectual Disabilities

# data[].attributes.attachment_link.readable_text
What are the symptoms of intellectual disability?

The symptoms of intellectual disability revolve around difficulties in different skill sets, including academic skills, social skills and domestic skills. Intellectual disability affects:

Intelligence-related symptoms

"Intelligence" is the umbrella term for your ability to understand and interact with the world around you. It goes beyond the traditional language and math skills an IQ test measures. Intelligence-related symptoms of intellectual disability can mean you have any of the following:

Delayed or slowed learning of any kind (such as in school or from real-life experiences).

Slowed reading speed.

Difficulties with reasoning and logic.

Problems with judgment and critical thinking.

Trouble using problem-solving and planning abilities.

Distractibility and difficulty focusing.

Adaptive behaviors

Adaptive behaviors revolve around abilities and learned skills you need to live and support yourself independently. Symptoms of adaptive behavior-related limitations can mean you have any of the following:

Slower learning of toilet training and self-care activities (bathing, dressing, etc.).

Slower social development.

Little or no fear or apprehension of new people (lack of "stranger danger" behaviors).

Needing help from parental figures or other caregivers with basic daily activities (bathing, using the bathroom, etc.) past the expected age.

Difficulty learning how to do chores or other common tasks.

Trouble understanding concepts like time management or money.

Needing help managing healthcare appointments or medications.

Trouble understanding social boundaries.

Difficulty with or limited understanding of social interactions, including friendships and romantic relationships.

What causes intellectual disability?

Intellectual disabilities can happen for many reasons. Experts also suspect that in many cases, there are multiple causes and contributing factors. Causes and contributing factors can influence the development of intellectual disability before or during birth or during the earliest years of childhood.

Prebirth causes or contributing factors include, but aren't limited to, the following:

Genetics and inheritance. Many conditions that cause intellectual disability happen because of genetic mutations. Some of these mutations can be passed from generation to generation. Examples include Down syndrome, Fragile X syndrome or Prader-Willi syndrome.

Infections. Some infections - like toxoplasmosis and rubella - can disrupt fetal development, resulting in conditions that can cause intellectual disability, such as cerebral palsy.

Teratogens. These are substances that can disrupt fetal development. Examples include alcohol, tobacco, certain medications, radiation exposure and more.

Medical conditions. Having certain medical conditions while pregnant can cause developmental differences in a fetus. Those can later result in intellectual disability. Examples include hormonal conditions like hypothyroidism.

Causes that can happen during birth include:

Causes that can happen during early childhood include:

Injuries or accidents. These can cause intellectual disability if they result in brain damage.

Toxic exposures. Heavy metals like lead and mercury can damage your brain and cause intellectual disability.

Infections. Common infections that spread to your nervous system, such as measles or meningitis, can cause intellectual disability.

Tumors or growths in the brain. This includes cancers and benign (noncancerous) growths.

Medical conditions. Seizures and various types of epilepsy, such as Lennox-Gastaut syndrome, can cause brain damage. That can cause intellectual disability.

What conditions can cause or happen along with intellectual disability?

Many of the differences in the brain that cause or contribute to intellectual disability can also cause or contribute to other conditions or mental health issues. Some of the medical and mental health conditions that can occur alongside intellectual disability (but can also occur in an individual without an intellectual disability) include:

People with intellectual disability due to a specific genetic disorder may also have a higher chance of developing certain health problems related to the underlying condition. Your healthcare provider can tell you more about what conditions your child might have a greater risk of and what you can do to help your child avoid more severe issues.

# data[].attributes.attachment_link.title
Intellectual Disability: Supporting Strengths & Adapting to Challenges

# data[].attributes.attachment_link.description
Intellectual disability is a condition that involves limitations on intelligence, learning and everyday abilities necessary to live independently.

# data[].attributes.body
The Cleveland Clinic provides resources or all sorts of health-related issues. This specific page details different aspects of intellectual disabilities, such as:

What is it

How common it is

Symptoms and Causes

Diagnosis and Tests

Management and Treatment

Outlook/Prognosis

Prevention

Living with

# data[].attributes.body
The Cleveland Clinic is a non-profit medical center that have been in action for over 100 years. It focuses on research, health care, and providing resources and information to the public. There are locations all over the country that one can make appointments to.

# data[].attributes.headline
National Center for Learning Disabilities

# data[].attributes.subject
National Center for Learning Disabilities

# data[].attributes.body
Learning Disabilities

# data[].attributes.attachment_link.readable_text
See what NCLD has been advocating for and get the most recent news on learning and attention issues.

Tell Congress: Pass the RISE Act

We need your help! Ask your member of Congress to support students with learning and attention issues.

Support NCLD

Thanks to support from generous partners like you, we are able to create programs and resources to support the 1 in 5 individuals with learning and attention issues nationwide.

# data[].attributes.attachment_link.title
NCLD - National Center for Learning Disabilities

# data[].attributes.attachment_link.description
See what NCLD has been advocating for and get the most recent news on learning and attention issues. We need your help! Ask your member of Congress to support students with learning and attention issues. Thanks to support from generous partners like you, we are able to create programs and resources to support the 1 in 5 individuals with learning and attention issues nationwide.

# data[].attributes.body
The National Center for Learning Disabilities is a non-profit organization that advocates, spreads awareness, provides resources, and more for individuals with learning disabilities. There are programs and scholarships that those with learning disabilities can qualify for to help better their lives and education.

# data[].attributes.body
The National Center for Learning Disabilities has been active for 45 years. While looking through the website I saw that there is an option for the words on every page to be read aloud, which I thought made sense that a website advocating for equal opportunity for those with disabilities. The NCLD also has a section of its website dedicated to educating the public about learning disabilities and to dismantling the stigma around the topic. Careers are also listed for those with learning disabilities.

# data[].attributes.body
Visual Impairments

# data[].attributes.attachment_link.description
Since 1921, The American Foundation for the Blind (AFB) has been a leader in expanding possibilities for the millions of Americans living with vision loss.

# data[].attributes.body
The American Foundation for the Blind is an organization whose mission is to create equal opportunities and educate for the Blind. Their focus is on education, advocacy, leadership, and partnerships. The AFB was founded in 1921 and is working towards inclusion in all spaces. This website explains what visual impairment is and its different levels. It explains how blindness is a spectrum and has different forms.

# data[].attributes.body
The American Foundation for the Blind has multiple features that user can access. It has information about blindness, educational routes that teachers and parents can take, different resources, information on blind figures (Helen Keller), conference information, leadership opportunities, and more.

# data[].attributes.headline
American Association of People with Disabilities

# data[].attributes.subject
American Association of People with Disabilities

# data[].attributes.body
Physical Disabilities

# data[].attributes.attachment_link.readable_text
The American Association of People with Disabilities works to increase the political and economic power of people with disabilities.

As a national disability-led and cross-disability rights organization, AAPD advocates for full civil rights for over 60 million Americans with disabilities. We do this by promoting equal opportunity, economic power, independent living, and political participation.

# data[].attributes.attachment_link.description
The American Association of People with Disabilities is a convener, connector, and catalyst for change, increasing the political and economic power of people with disabilities.

# data[].attributes.body
The American Association of People with Disabilities is a non-profit organization dedicated to bringing awareness, education, and equality to individuals with physical disabilities. It is a disability-led and cross-disability rights organization that has been fighting for the civil rights of individuals with disabilities for over 70 million Americans. The AAPD has been in action since 1995 and is constantly working towards advancing the goals of the Americans with Disabilities Act.

# data[].attributes.body
This organization and website provides the used with resources and ways to get in touch with doctors and disability professionals. There are options for donations and news articles to keep the reader up to date on disability related news. There are many leadership and scholarship programs for individuals with disabilities included as well.

# data[].attributes.body
Testing Accommodations

# data[].attributes.attachment_link.readable_text
Last updated:

Standardized examinations and other high-stakes tests are gateways to educational and employment opportunities. Whether seeking admission to a high school, college, or graduate program, or attempting to obtain a professional license or certification for a trade, it is difficult to achieve such goals without sitting for some kind of standardized exam or high-stakes test. While many testing entities have made efforts to ensure equal opportunity for individuals with disabilities, the Department continues to receive questions and complaints relating to excessive and burdensome documentation demands, failures to provide needed testing accommodations, and failures to respond to requests for testing accommodations in a timely manner.

The Americans with Disabilities Act (ADA) ensures that individuals with disabilities have the opportunity to fairly compete for and pursue such opportunities by requiring testing entities to offer exams in a manner accessible to persons with disabilities. When needed testing accommodations are provided, test-takers can demonstrate their true aptitude.

The Department of Justice (Department) published revised final regulations implementing the ADA for title II (State and local government services) and title III (public accommodations and commercial facilities) on September 15, 2010. These rules clarify and refine issues that have arisen over the past 20 years and contain new and updated requirements.

Overview

This publication provides technical assistance on testing accommodations for individuals with disabilities who take standardized exams and other high-stakes tests. It addresses the obligations of testing entities, which include private, state, or local government entities that offer exams related to applications, licensing, certification, or credentialing for secondary (high school), postsecondary (college and graduate school), professional (law, medicine, etc.), or trade (cosmetology, electrician, etc.) purposes. Who is entitled to testing accommodations, what types of testing accommodations must be provided, and what documentation may be required of the person requesting testing accommodations are also discussed.

What Kinds Of Tests Are Covered?

Exams administered by any private, state, or local government entity related to applications, licensing, certification, or credentialing for secondary or postsecondary education, professional, or trade purposes are covered by the ADA and testing accommodations, pursuant to the ADA, must be provided.

Examples of covered exams include:

High school equivalency exams (such as the GED);

High school entrance exams (such as the SSAT or ISEE);

College entrance exams (such as the SAT or ACT);

Exams for admission to professional schools (such as the LSAT or MCAT);

Admissions exams for graduate schools (such as the GRE or GMAT); and

Licensing exams for trade purposes (such as cosmetology) or professional purposes (such as bar exams or medical licensing exams, including clinical assessments).

What Are Testing Accommodations?
Testing accommodations are changes to the regular testing environment and auxiliary aids and services that allow individuals with disabilities to demonstrate their true aptitude or achievement level on standardized exams or other high-stakes tests.
Examples of the wide range of testing accommodations that may be required include:

Braille or large-print exam booklets;

Screen reading technology;

Scribes to transfer answers to Scantron bubble sheets or record dictated notes and essays;

Extended time;

Wheelchair-accessible testing stations;

Distraction-free rooms;

Physical prompts (such as for individuals with hearing impairments); and

Permission to bring and take medications during the exam (for example, for individuals with diabetes who must monitor their blood sugar and administer insulin).

Who Is Eligible To Receive Testing Accommodations?

Individuals with disabilities are eligible to receive necessary testing accommodations. Under the ADA, an individual with a disability is a person who has a physical or mental impairment that substantially limits a major life activity (such as seeing, hearing, learning, reading, concentrating, or thinking) or a major bodily function (such as the neurological, endocrine, or digestive system). The determination of whether an individual has a disability generally should not demand extensive analysis and must be made without regard to any positive effects of measures such as medication, medical supplies or equipment, low-vision devices (other than ordinary eyeglasses or contact lenses), prosthetics, hearing aids and cochlear implants, or mobility devices. However, negative effects, such as side effects of medication or burdens associated with following a particular treatment regimen, may be considered when determining whether an individual's impairment substantially limits a major life activity.

A substantial limitation of a major life activity may be based on the extent to which the impairment affects the condition, manner, or duration in which the individual performs the major life activity. To be "substantially limited" in a major life activity does not require that the person be unable to perform the activity. In determining whether an individual is substantially limited in a major life activity, it may be useful to consider, when compared to most people in the general population, the conditions under which the individual performs the activity or the manner in which the activity is performed. It may also be useful to consider the length of time an individual can perform a major life activity or the length of time it takes an individual to perform a major life activity, as compared to most people in the general population. For example:

The condition or manner under which an individual who has had a hand amputated performs manual tasks may be more cumbersome, or require more effort or time, than the way most people in the general population would perform the same tasks.

The condition or manner under which someone with coronary artery disease performs the major life activity of walking would be substantially limited if the individual experiences shortness of breath and fatigue when walking distances that most people could walk without experiencing such effects.

A person whose back or leg impairment precludes him or her from sitting for more than two hours without significant pain would be substantially limited in sitting, because most people can sit for more than two hours without significant pain.

A person with a history of academic success may still be a person with a disability who is entitled to testing accommodations under the ADA. A history of academic success does not mean that a person does not have a disability that requires testing accommodations. For example, someone with a learning disability may achieve a high level of academic success, but may nevertheless be substantially limited in one or more of the major life activities of reading, writing, speaking, or learning, because of the additional time or effort he or she must spend to read, write, speak, or learn compared to most people in the general population.

What Testing Accommodations Must Be Provided?

Testing entities must ensure that the test scores of individuals with disabilities accurately reflect the individual's aptitude or achievement level or whatever skill the exam or test is intended to measure. A testing entity must administer its exam so that it accurately reflects an individual's aptitude, achievement level, or the skill that the exam purports to measure, rather than the individual's impairment (except where the impaired skill is one the exam purports to measure).

Example: An individual may be entitled to the use of a basic calculator during exams as a testing accommodation. If the objective of the test is to measure one's ability to solve algebra equations, for example, and the ability to perform basic math computations (e.g., addition, subtraction, multiplication, and division), is secondary to the objective of the test, then a basic calculator may be an appropriate testing accommodation. If, however, the objective of the test is to measure the individual's understanding of, and ability to perform, math computations, then it likely would not be appropriate to permit a calculator as a testing accommodation.

What Kind Of Documentation Is Sufficient To Support A Request For Testing Accommodations?

All testing entities must adhere to the following principles regarding what may and may not be required when a person with a disability requests a testing accommodation.

Documentation. Any documentation if required by a testing entity in support of a request for testing accommodations must be reasonable and limited to the need for the requested testing accommodations. Requests for supporting documentation should be narrowly tailored to the information needed to determine the nature of the candidate's disability and his or her need for the requested testing accommodation. Appropriate documentation will vary depending on the nature of the disability and the specific testing accommodation requested.

Examples of types of documentation include:

Recommendations of qualified professionals;

Proof of past testing accommodations;

Observations by educators;

Results of psycho-educational or other professional evaluations;

An applicant's history of diagnosis; and

An applicant's statement of his or her history regarding testing accommodations.

Depending on the particular testing accommodation request and the nature of the disability, however, a testing entity may only need one or two of the above documents to determine the nature of the candidate's disability and his or her need for the requested testing accommodation. If so, a testing entity should generally limit its request for documentation to those one or two items and should generally evaluate the testing accommodation request based on those limited documents without requiring further documentation.

Past Testing Accommodations. Proof of past testing accommodations in similar test settings is generally sufficient to support a request for the same testing accommodations for a current standardized exam or other high-stakes test.

Past Testing Accommodations on Similar Standardized Exams or High-Stakes Tests. If a candidate requests the same testing accommodations he or she previously received on a similar standardized exam or high-stakes test, provides proof of having received the previous testing accommodations, and certifies his or her current need for the testing accommodations due to disability, then a testing entity should generally grant the same testing accommodations for the current standardized exam or high-stakes test without requesting further documentation from the candidate. So, for example, a person with a disability who receives a testing accommodation to sit for the SAT should generally get the same testing accommodation to take the GRE, LSAC, or MCAT.

Formal Public School Accommodations. If a candidate previously received testing accommodations under an Individualized Education Program (IEP)³ or a Section 504 Plan,⁴ he or she should generally receive the same testing accommodations for a current standardized exam or high-stakes test. If a candidate shows the receipt of testing accommodations in his or her most recent IEP or Section 504 Plan, and certifies his or her current need for the testing accommodations due to disability, then a testing entity should generally grant those same testing accommodations for the current standardized exam or high-stakes test without requesting further documentation from the candidate. This would include students with disabilities publicly-placed and funded in a private school under the IDEA or Section 504 placement procedures whose IEP or Section 504 Plan addresses needed testing accommodations.

Example. Where a student with a Section 504 Plan in place since middle school that includes the testing accommodations of extended time and a quiet room is seeking those same testing accommodations for a high-stakes test, and certifies that he or she still needs those testing accommodations, the testing entity receiving such documentation should generally grant the request.

Private School Testing Accommodations. If a candidate received testing accommodations in private school for similar tests under a formal policy, he or she should generally receive the same testing accommodations for a current standardized exam or high-stakes test. Testing accommodations are generally provided to a parentally-placed private school student with disabilities pursuant to a formal policy and are documented for that particular student. If a candidate shows a consistent history of having received testing accommodations for similar tests, and certifies his or her current need for the testing accommodations due to disability, then a testing entity should generally grant those same testing accommodations for the current standardized exam or high-stakes test without requesting further documentation from the candidate.

Example. A private school student received a large-print test and a scribe as testing accommodations on similar tests throughout high school pursuant to a formal, documented accommodation policy and plan. Where the student provides documentation of receiving these testing accommodations, and certifies that he or she still needs the testing accommodations due to disability, a testing entity should generally grant the candidate's request for the same testing accommodations without requesting further documentation.

First Time Requests or Informal Classroom Testing Accommodations. An absence of previous formal testing accommodations does not preclude a candidate from receiving testing accommodations. Candidates who are individuals with disabilities and have never previously received testing accommodations may also be entitled to receive them for a current standardized exam or high-stakes test. In the absence of documentation of prior testing accommodations, testing entities should consider the entirety of a candidate's history, including informal testing accommodations, to determine whether that history indicates a current need for testing accommodations.

Example. A high school senior is in a car accident that results in a severe concussion. The report from the treating specialist says that the student has post-concussion syndrome that may take up to a year to resolve, and that while his brain is healing he will need extended time and a quiet room when taking exams. Although the student has never previously received testing accommodations, he may nevertheless be entitled to the requested testing accommodations for standardized exams and high-stakes tests as long as the post-concussion syndrome persists.

Example. A student with a diagnosis of ADHD and an anxiety disorder received informal, undocumented testing accommodations throughout high school, including time to complete tests after school or at lunchtime. In support of a request for extended time on a standardized exam, the student provides documentation of her diagnoses and their effects on test-taking in the form of a doctor's letter; a statement explaining her history of informal classroom accommodations for the stated disabilities; and certifies that she still needs extended time due to her disabilities. Although the student has never previously received testing accommodations through an IEP, Section 504 Plan, or a formal private school policy, she may nevertheless be entitled to extended time for the standardized exam.

Qualified Professionals. Testing entities should defer to documentation from a qualified professional who has made an individualized assessment of the candidate that supports the need for the requested testing accommodations. Qualified professionals are licensed or otherwise properly credentialed and possess expertise in the disability for which modifications or accommodations are sought. Candidates who submit documentation (such as reports, evaluations, or letters) that is based on careful consideration of the candidate by a qualified professional should not be required by testing entities to submit additional documentation. A testing entity should generally accept such documentation and provide the recommended testing accommodation without further inquiry.

Reports from qualified professionals who have evaluated the candidate should take precedence over reports from testing entity reviewers who have never conducted the requisite assessment of the candidate for diagnosis and treatment. This is especially important for individuals with learning disabilities because face-to-face interaction is a critical component of an accurate evaluation, diagnosis, and determination of appropriate testing accommodations.

A qualified professional's decision not to provide results from a specific test or evaluation instrument should not preclude approval of a request for testing accommodations where the documentation provided by the candidate, in its entirety, demonstrates that the candidate has a disability and needs a requested testing accommodation. For example, if a candidate submits documentation from a qualified professional that demonstrates a consistent history of a reading disorder diagnosis and that recommends the candidate receive double time on standardized exams based on a personal evaluation of the candidate, a testing entity should provide the candidate with double time. This is true even if the qualified professional does not include every test or subtest score preferred by the testing entity in the psychoeducational or neuropsychological report.

How Quickly Should A Testing Entity Respond To A Request For Testing Accommodations?

A testing entity must respond in a timely manner to requests for testing accommodations so as to ensure equal opportunity for individuals with disabilities. Testing entities should ensure that their process for reviewing and approving testing accommodations responds in time for applicants to register and prepare for the test. In addition, the process should provide applicants with a reasonable opportunity to respond to any requests for additional information from the testing entity, and still be able to take the test in the same testing cycle. Failure by a testing entity to act in a timely manner, coupled with seeking unnecessary documentation, could result in such an extended delay that it constitutes a denial of equal opportunity or equal treatment in an examination setting for persons with disabilities.

Testing entities should report accommodated scores in the same way they report scores generally. Testing entities must not decline to report scores for test-takers with disabilities receiving accommodations under the ADA.

Flagging policies that impede individuals with disabilities from fairly competing for and pursuing educational and employment opportunities are prohibited by the ADA. "Flagging" is the policy of annotating test scores or otherwise reporting scores in a manner that indicates the exam was taken with a testing accommodation. Flagging announces to anyone receiving the exam scores that the test-taker has a disability and suggests that the scores are not valid or deserved. Flagging also discourages test-takers with disabilities from exercising their right to testing accommodations under the ADA for fear of discrimination. Flagging must not be used to circumvent the requirement that testing entities provide testing accommodations for persons with disabilities and ensure that the test results for persons with disabilities reflect their abilities, not their disabilities.
To view model testing accommodation practices and for more information about the ADA, please visit our website or call our toll-free number:
For persons with disabilities, this publication is available in alternate formats.

Duplication of this document is encouraged.

The Americans with Disabilities Act authorizes the Department of Justice (the Department) to provide technical assistance to individuals and entities that have rights or responsibilities under the Act. This document provides informal guidance to assist you in understanding the ADA and the Department's regulations.

This guidance document is not intended to be a final agency action, has no legally binding effect, and may be rescinded or modified in the Department's complete discretion, in accordance with applicable laws. The Department's guidance documents, including this guidance, do not establish legally enforceable responsibilities beyond what is required by the terms of the applicable statutes, regulations, or binding judicial precedent.

Originally issued:

Last updated:

# data[].attributes.attachment_link.description
This document provides technical assistance on testing accommodations for individuals with disabilities who take standardized exams and other high-stakes tests.

# data[].attributes.body
The Americans with Disabilities Act prohibits discrimination against individuals with disabilities and ensures equal opportunities. It was enacted in 1990. This particular government website lists the testing accommodations requirements that schools much follow for students with disabilities.

# data[].attributes.body
This website lists what tests are covered (GED, SSAT, ISEE, SAT, ACT, LSAT, MCAT, GRE, GMAT), what testing accommodations exist (braille, screen reading technology, scribes, extended time, wheelchair accessibility, testing rooms, and more, who is eligible, documentation, and more.

# data[].attributes.body
IEP/Goal Development

# data[].attributes.attachment_link.description
IEP goal bank: Access hundreds of customizable, SMART IEP goals support individualized education planning for students.

# data[].attributes.body
One aspect of this website is IEP goal. It lists 600 IEP goals that IEP teams can create for a student with special needs. It also lists IEP requirements for developing and writing measurable goals. There are goals for fluency, vocabulary, decoding, phonics, comprehension, writing, grammar, speaking and listening, research, literary elements, and much more.

# data[].attributes.body
Inclusive Teach is a website dedicated to improving classrooms and creating more equal spaces. They want children with diverse needs to feel supported and comfortable at school. They provide many different resources, articles, and ideas for educators, school administrators, and parents.

# data[].attributes.body
Health Disabilities

# data[].attributes.attachment_link.readable_text
Persons with disabilities die earlier, have poorer health, and experience more limitations in everyday functioning than the rest of the population due to health inequities.

These health inequities arise from unfair conditions that affect persons with disabilities disproportionally, including stigma, discrimination, poverty, exclusion from education and employment, and barriers faced in the health system itself.

Compared to persons without disabilities, some persons with disabilities:

die up to 20 years earlier;

have more than a double risk of developing comorbid conditions such as depression, asthma, diabetes, stroke, obesity or poor oral health;

find inaccessible health facilities up to 6 times more hindering; and,

are up to 15 times more limited by inaccessible and unaffordable transportation.

It is a state obligation, through the health sector in coordination with other sectors, to address existing health inequities so that persons with disabilities can enjoy their inherent right to the highest attainable standard of health. Disability inclusion is critical to achieving the Sustainable Development Goals and global health priorities of universal health coverage, protection in health emergencies and healthier populations. Acting to achieve health equity for persons with disabilities is acting to achieve Health for All.

# data[].attributes.body
The World Health Organization is a specialized agency in the United Nations. It spreads awareness to the world about health, safety, research, and more. It provides resources and the newest world news to its users. The WHO has much information, donations, campaigns, and policies available to those in need.

# data[].attributes.body
This particular webpage provides information on different kinds of controversies and disabilities. It covers topics from abortion to cancer to epilepsy to yellow fever. If you were to click on epilepsy, it lists statistics, causes, treatments, news, and other resources about this disease.

# data[].attributes.body
Emotional and Behavioral Disorders

# data[].attributes.attachment_link.description
Learn about common behavioral disorders, what causes them, and how early support can lead to better outcomes.

# data[].attributes.body
MentalHealth.Com is a website that many use for information and research on mental health conditions and support. It provides accessible routes of action for those in need and refers its users to therapists and psychologists in their area if need be. It offers information on various mental health topics and is a community of connections. There are stories from individuals with mental health issues and mental health news.

# data[].attributes.body
MentalHealth.Com provides information on types of behavioral disorders as well as other mental health disorders. It provides information on:

What it is

Challenges

Types of disorders

Substance use

Causes and risk

Symptoms

Early diagnosis

Stereotypes

Impact on family

Support

Resources