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This site is teacher related and provides Federal and State regulations and laws on how students with disabilities should be educated; along with their rights to education.

Example: Article 81 of NYS Law lays out education regulations for children living in childcare institutions.

If the law is lacking detail on the main page, the site provides instructions on how to find more detail and explanations.

Example:

Select the link for "Laws of New York"
Select the link for "Education"
Select the link under Title 6 for Article 81 (4001 - 4006) EDUCATION OF CHILDREN RESIDING IN CHILD CARE INSTITUTIONS
Then select the links for Sections 4001-4006

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Laws and Regulations Related to Special Education and Students with Disabilities

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State Law and Regulations: In order to remain eligible for federal funds under the IDEA, states must have policies and procedures in effect that comply with federal requirements. The special education requirements for New York State are set forth in New York State Education Law and in Parts 200 and 201 of the Regulations of the Commissioner of Education.

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This is an informational and an advice-giving website for parents about ADHD.

The site gives advice to parents on how to manage their child's symptoms, how to work with their child's teacher, how to help their child with homework, along with other aspects.

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Practical tips for helping a child with ADHD thrive in school and enjoy learning.

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Teacher related website with bullet points of strategies for:

-Working with short attention spans.

-Managing constant change.

-Teaching effectively.

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Looking for effective teaching strategies for your special education classroom? These quick suggestions should come in handy for teachers working with special-needs students who pose certain challenges.

Working with short attention spans

Set clear expectations for all students.

Break assignments into smaller pieces to work on in short time periods.

Space breaks between assignments so students can refocus on their tasks.

Share ideas with parents so they can help with homework.

Carry out everyday routines consistently.

Develop a reward system for good behavior, completing work on time and participating in class.

Use visual and auditory reminders to change from one activity to the next. This may need to be done several times before the change is made. An egg timer is a good auditory tool that indicates a signal to begin or end an activity.

Managing constant change

The science behind teaching special education students is not cut-and-dry, and the strategies that teachers develop for their classrooms shouldn't be permanent-instead, think scalable and flexible.

Design teaching aids and lessons that are flexible.

Add creativity to lessons and homework.

Develop easy-to-use monitoring tools that are needs-based.

Design lesson plans that can be modified to fit each student.

Develop a set of resources and interventions that work.

Teaching effectively

Being an effective teacher requires many tools, most of which you likely choose through trial and error. Effective teaching strategies include:

Use a multiple-scenario approach to developing lesson plans.

Monitor and verify student responses to lessons.

Evaluate and adapt lessons as necessary.

Use peers to review lesson plans and to develop ideas that might be applicable.

Develop and maintain a pool of mentors.

Keep a list of resources for teaching, lesson plans, and professional development.

Set a professional development plan for yourself and track your goals.

Develop or implement a system that allows for easy and comprehensive data collection to help monitor and adapt lessons.

Gather some tricks of the trade from fellow teachers, including those who do not teach special education.

For more ideas, printables, and reading materials, check out TeacherVision's resources for teachers of special needs students; we love the wealth of information and advice on their site.

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Effective Teaching Strategies for Special Education | Resilient Educator

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Good special education teachers use trial and error to find techniques that work best for their students. Here are some effective teaching strategies to try.

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IRIS Center was created to assist teachers in developing effective methods in educating all children, especially children with disabilities.

This module guides teachers through a scenario in which the student is visually impaired. The site also has links to other websites with Standards for Educating the Disabled.

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Challenge

View the movie below and then proceed to the Initial Thoughts section (time: 1:37).

Transcript: Challenge

Ms. Milton, a beginning third-grade teacher, receives the following note from her principal three days before school starts.
Ms. Milton:
Two students have transferred to our school from out of state. Evan and Emily Rothman are twins and have been placed in your classroom. Evan is blind, and Emily has low vision.
Mrs. Edwards, the TVI, should be here before classes start to meet with you. She also has the number for the O&M specialist. Someone will come by to deliver the equipment tomorrow; a list of equipment is attached. Copies of the students' IEPs are also attached. A paraprofessional will be assigned to work with them, but we are still figuring out who that person will be. As soon as we decide, we will let you know. Sorry about the late notice. If you have any questions, let me know.

Mr. Harvey,
Principal

Ms. Milton isn't sure where to start. She has no experience working with students who have visual impairments. She doesn't even know what an O&M specialist is. Her classroom is already set up, her lessons prepared for the first two weeks, and she isn't sure what changes she'll have to make so these students can participate.

Here's your challenge:

What does Ms. Milton need to know about students with visual disabilities

From whom can Ms. Milton seek assistance and information about students with visual disabilities?

How can Ms. Milton work effectively with others to best meet Evan and Emily's needs?

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View the movie below and then proceed to the Initial Thoughts section (time: 1:37). Transcript: Challenge Ms. Milton, a beginning third-grade teacher, receives the following note from her principal three days before school starts. Ms. Milton: Two students have transferred to our school from out of state.

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Disability related site. This site centers around the "why" gifted programs need to exist as this is the National Association for Gifted Children. There are links and articles for professional learning, news, and getting involved with the association.

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Autism Speaks is the advocacy website for Autism. They, along with three other leading Autism organizations, fight for inclusion, services, and support for those with Autism and their families.

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-Autism Speaks is not just for youth support, it is for everyone across the lifespan.

-the World Health Organization and Autism Speaks created a Caregiver Skills Training Program to help families with children with developmental delays or disabilities.

-The website offers screening questionnaires and other signs/symptoms information.

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Professional Development Resources | Inclusive Schools Network

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About ISN Learn about Inclusive Schools Network's history, impact, partners and more!

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Inclusive Schools Network is a global support resource. They have a "toolbox" full of resources from online learning to self-assessment surveys. This website has teaching guides, articles, a comprehensive browse by category section.

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Inclusive Schools Week is celebrated globally during the first full week in December every year.

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Prodigy!

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Not many students like math. With the help of this educational game, Prodigy turns Math-haters into Math-likers. This quest based adventure has students doing math problems in order to move on in their adventures.

Also, Prodigy for ELA is available. Students practice CVC and magic-e and other literacy strategies.

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-Builds students math abilities

-reviews what is being taught

-students go at their own pace

-content is differentiated based on students abilities

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Rochester School for the Deaf is located in Rochester, NY.

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Since 1876, Rochester School for the Deaf has been a school for deaf and hard-of-hearing children. They educate children from newborn to 21. They are a private, tuition-free school.

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-Students are taught both American Sign Language and English

-Rochester has one of the largest populations per capita of hearing impaired/deaf individuals

-There are dorms for students who cannot commute

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Teaching and certification in special education

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Teaching and certification in special education

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Special Education Teaching Assignments and Certification

The following table shows the certification required for various types of special education teaching assignments. The types of teaching assignments are described on the Continuum of Special Education Services for School-Age Students with Disabilities webpage. Certification requirements are available on the Search Certification Requirements webpage.

Effective July 1, 2021, all special education teachers who teach one or more subject areas in a special class (self-contained class) in grades 7-12, with some or no students under alternate assessment, must either:

Please note that teachers who hold any of the special education certificates listed in the following table can teach students who are under alternate assessment at any grade level.

For questions about teaching assignments that are not answered in the following table, please contact the Office of Special Education at speced@nysed.gov. For questions about certification requirements, please contact the Office of Teaching Initiatives at tcert@nysed.gov.

A printable version can be found at: Special education teaching assignment by certificate
Severe or Multiple Disabilities Annotation
Special education teachers who hold the Severe or Multiple Disabilities Annotation can teach a special class where all students are under alternate assessment and all students have severe cognitive disabilities. Students can be at any developmental level (birth-grade 12).

Last Updated: October 26, 2023

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Special Education Teaching Assignments and Certification : Educator Resources:OTI:NYSED

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This is New York States Education Department's website for guidance on how to become a certified special education teacher. There are links for how to become other subject matter teachers as well.

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New York State United Teachers (NYSUT) can help as well. (www.nysut.org) This is NY's Teachers Union. Sometimes their website is a little easier to follow.

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Both sites are for those interested in becoming certified special education teachers

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Both sites are for those interested in becoming certified special education teachers

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Reading & Literacy skills in Special Education

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Reading & Literacy skills in Special Education

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Explore reading basics as well as the key role of background knowledge and motivation in becoming a lifelong reader and learner. Watch our PBS Launching Young Readers series and try our self-paced Reading 101 course to deepen your understanding.

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This site is a hub of information for all things reading and literacy. It has been a lifesaver for my Literacy Skills course.

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This site is for anyone - teacher, student, parent - looking for ways to foster reading in young people.

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Social - Communication, Assistive Technology | School Specialty

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Shop FlagHouse products at great prices! We have a strong selection of Assistive Technology products! Get your Special Needs products and more from School Specialty.

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School Specialty is a purchasing website for all things school related. From classroom décor to classroom furniture, and pens and pencils to staplers and tape School Specialty has it all. That includes assistive technology.

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School Specialty is generally used by Educators.

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Bilingual learners and special education

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Bilingual learners and special education

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How Many Students are Both Disabled and Bilingual?

Based on 1980 Census and Immigration and Naturalization Services records, it is estimated that there are 79 million school-age language minority children in the United States. This bilingual population is distributed throughout the United States with heavier concentrations in the southwest and northeast. The highest concentration is in the large urban areas.

Considering the overall population with limited English proficiency (LEP) in the United States, a critical question for bilingual special educators is how many of these students also have disabilities. According to the U.S. Office of Special Education, an estimated 948,000 children may both be linguistically different and have disabilities-a substantial population who could benefit from bilingual special education services.

Although over-representation is an issue in some school districts, a new problem of under-representation has also emerged in some areas (Ovando & Collier, 1985) because many LEP students with disabilities are being placed in bilingual education as an alternative to special education (Baca & Cervantes, 1989).

How Can Special Education and Bilingual Education be Combined?

Developers of bilingual special education programs need to weigh three factors for each student: degree of disability; level of language proficiency in both English and the primary language; and intellectual capacity. The student's placement on each of these three continuums will determine the nature of instruction and the educational placement.

Students' degree of disability must be considered for program design, along with their intellectual capacities and their proficiencies in English and their other languages (Baca & Payon, 1989). For example, a student of average intelligence who has a high level of language proficiency in Spanish, a minimal level of ability in English, and limited visual acuity will require curricular services and placement different from those of a student who is linguistically limited in both languages, exhibits lower intellectual performance, and is severely language delayed.

What Variables Should Influence Placement Decisions?

Program placement should be the best fit between the student's needs and the available resources. Placement decisions for the bilingual exceptional student should reflect the type and nature of instruction to be provided, the language of instruction, the conveyor of instruction, the duration of instruction, and the student's learning needs and style. The following special education variables and bilingual factors should be addressed in identifying placements (Baca & Payon, 1989, p. 96):

Student's age.

Type and degree of impairment or disability.

Age at which disability occurred.

Level of language involvement because of the disability.

Level of academic achievement.

Entry level language skills (upon entering school).

Measured intellectual ability.

Method and language used in measuring academic achievement and intellectual ability.

Level of adaptive behavior.

Time spent in United States.

Current cultural home setting.

Social maturity.

Level of language proficiency in English and other language.

Amount and type of language input received in the home environment.

Speech and language capabilities in both languages.

Presence of multiple handicaps.

Ambulation or mobility.

Success in past and present placements.

Wishes of students and parents.

What is Needed to Get Started?

Operationalizing bilingual special education requires the creation of an instructional social system that involves active teaching of cognitive skills and includes the development of language skills while focusing on the acquisition of English. All instruction is prescribed in a manner that accommodates and remediates the student's exceptionality. Students must understand the directions and the nature of the tasks. Instruction must be provided within a relevant cultural context so that expectations can be understood by the student. Because language is the primary conveyor of instruction, the student's stronger language must be employed.

Based on the assumption that students learn best in their preferred language, bilingual special education is operationalized at each local level with each individual student in mind. The common thread is to provide for all students educational experiences that develop lifelong learning skills (Baca & Payon, 1989).

What are the Basic Elements of an Individualized Education Program (IEP) for These Children?

IEPs for exceptional bilingual students should include the following elements:

1. The child's current educational status, including all service programs the child is receiving.

2. Goals, including adaptation to acculturation and growth in both the first and second language. The goals must be realistic in regard to the time necessary; years could be involved.

3. The sequence of short-term instructional objectives leading up to each goal.

4. A list of instructional and service requirements including a balance between the first and second language, as well as delineation of who will assist with acculturation needs.

5. An indication of how much and what aspects of the program will be in the mainstream.

6. The program's duration.

7. IEP's Realistic criteria and a schedule for evaluation of the IEP's effectiveness.

8. A statement of the role of the parents.

9. Specification of changes to be made in the physical, social, and instructional realms, including the first and second languages and cross-cultural adaptation. (Collier, 1989, pp. 272-273)

What are the Steps in Developing a Comprehensive Curriculum?

The four major partners in bilingual special education curriculum development are the parents, the mainstream teacher, the bilingual teacher, and the special education teacher. The following steps should be undertaken by this team:

1. Meet as a team to begin the planning process. Outline planning steps.

2. Become familiar with the culture and language background of the child.

3. Become familiar with the special learning style and education needs of the child.

4. Prepare an individual instructional plan with short- and long-term goals (in some cases this may be an IEP).

5. Develop individualized lessons and materials appropriate to the child's exceptionality.

6. Modify individualized lessons and materials using a "cultural screen" and sensitivity.

7. Refer to resource people for assistance and cooperation in instruction; coordinate services.

8. Evaluate the child's ongoing progress and develop a new individual plan (IEP), materials, and so forth, as needed.

9. Start the cycle over. (Collier & Kalk, 1989, p. 207)

What Should Be Considered in Selecting Materials for Bilingual Exceptional Children?

The following guidelines represent some of the many considerations teachers should bear in mind when evaluating, selecting, adapting, or developing materials:

1. Know the specific language abilities of each student.

2. Include appropriate cultural experiences in material adapted or developed.

3. Ensure that material progresses at a rate commensurate with student needs and abilities.

4. Document the success of selected materials.

5. Adapt only specific materials requiring modifications, and do not attempt to change too much at one time.

6. Try out different materials and adaptations until an appropriate education for each student is achieved.

7. Strategically implement materials adaptations to ensure smooth transitions into the new materials.

8. Follow some consistent format or guide when evaluating materials.

9. Be knowledgeable about particular cultures and heritages and their compatibility with selected materials.

10. Follow a well-developed process for evaluating the success of adapted or developed materials as the individual language and cultural needs of students are addressed. (Hoover & Collier, 1989, p. 253)

How Can Materials Be Adapted?

Several guidelines for adapting commercial materials or developing teacher-made materials are discussed in the literature (Harris & Schultz, 1986; Lewis & Doorlag, 1987; Mandell & Gold, 1984). The following list is not designed to be all inclusive; variations may be required in order to meet individual needs.

Adjust the method of presentation or content.

Develop supplemental material.

Tape-record directions for the material.

Provide alternatives for responding to questions.

Rewrite brief sections to lower the reading level.

Outline the material for the student before reading a selection.

Reduce the number of pages or items on a page to be completed by the student.

Break tasks into smaller subtasks.

Provide additional practice to ensure mastery.

Substitute a similar, less complex task for a particular assignment.

Develop simple study guides to complement required materials.(Hoover & Collier, 1989, p. 253)

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How Many Students are Both Disabled and Bilingual? Based on 1980 Census and Immigration and Naturalization Services records, it is estimated that there are 79 million school-age language minority children in the United States. This bilingual population is distributed throughout the United States with heavier concentrations in the southwest and northeast.

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Colorin Colorado is a national informational site for English Language Learners k-12. The site contains information for students, families, and teachers. The organization helps millions of spanish-english speaking individuals.

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Colorin Colorado is for ELL students, their families or those teaching ELL's.

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"I have so much paperwork. Where do I start?" Writing IEPS does not have to be a daunting task. Stay with me now, because I know what you're thinking.

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The Intentional IEP website was developed to support special education teachers in writing IEP's for their students. There are IEP training videos, prewritten IEP goals, data sheets, and ways to help manage the paperwork.

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This site is tailored for educators

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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:

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This document provides technical assistance on testing accommodations for individuals with disabilities who take standardized exams and other high-stakes tests.

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The ADA site is a legal rights site providing the legal rights for those requiring testing accommodations.

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This site is useful for those needing testing accommodations, those that need to follow these requirements, and those that are fighting for these rights to be upheld. So, students, families, teachers, administrators, and attorneys could all find this site informative.

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Speech is how we say sounds and words. Language is the words we use to share ideas and get what we want.

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The ASHA's slogan is "Making effective communication, a human right, accessible and achievable for all". This is an informational and resource heavy website.

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This site is for all; students, families, those with the disability etc.

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Cerebral palsy is due to damage to the developing brain during pregnancy​, birth, or shortly after birth.

Cerebral palsy affects people in different ways and can affect body movement, muscle control, muscle coordination, muscle tone, reflex, posture, and balance. This disability is a lifelong condition, and it's different for everybody.

While the brain injury that causes it doesn't change over time, the wear and tear of living with cerebral palsy often means that people with CP experience age-related changes, like increased muscle weakness and decreased balance, much earlier than people without CP.

People who have cerebral palsy may also have visual, learning, hearing, speech, epilepsy, and/or intellectual impairments.

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Cerebral Palsy Alliance Research Foundation

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What is Cerebral Palsy? | Cerebral Palsy Alliance Research Foundation

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Cerebral palsy (CP) is an umbrella term that refers to a group of disorders affecting a person's ability to move. It is a permanent life-long condition, but generally does not worsen over time.

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The Cerebral Palsy Alliance is a research foundation and support website. The site has links for cerebral palsy facts, latest research being done, grant funding, and future innovations.

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This site is for anyone. Families, educators, researchers etc.

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Council for Children with Behavioral Disorders

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Behavior Disorders: Definitions, Characteristics & Related Information

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The Division for Emotional and Behavioral Health is an international group of educators banding together to better the education for those struggling with emotional and behavioral problems. There are links for support resources for educators.

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This site is for educators.

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Teaching Strategies for Students With Special Needs

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In the United States, special education is free in the public education system, thanks to the Individuals with Disabilities Education Act (IDEA).

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Positive action is a comprehensive website with lessons comprising of social-emotional strategies teacher can use with their special needs students. The lessons align with "contemporary academic standards".

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This site is for educators.

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Engaging families of children with disabilities is essential to supporting children's learning and development. It is rooted in foundational Head Start resources, including the Parent, Family, and Community Engagement (PFCE) Framework and Relationship-based Competencies to Support Family Engagement.

Learning about the hopes and goals of families of children with disabilities is important. It is equally crucial to communicate to families in culturally and linguistically responsive and appropriate ways. This helps build and strengthen the partnership between you and the family. This strong partnership will support the family's active involvement in the special education process, including screenings, evaluations, Individualized Family Service Plans (IFSP), Individualized Education Plans (IEP), and transitions.

These resources highlight relationship-based practices used to partner with families of children with disabilities, from program entry through the transition to kindergarten.

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individuals with disabilities education act

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Engaging Families of Children with Disabilities | ECLKC

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Engaging families of children with disabilities is essential to supporting children's learning and development. It is rooted in foundational Head Start resources, including the Parent, Family, and Community Engagement (PFCE) Framework and Relationship-based Competencies to Support Family Engagement. Learning about the hopes and goals of families of children with disabilities is important.

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Head Start and the Early Childhood Learning and Knowledge Center is nationally recognized. Head Start is an early childhood education program usually implemented at pre-school centers. The website has information about the program along with parenting-help information.

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This site is family related