NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ809679
Record Type: Journal
Publication Date: 2008
Pages: 10
Abstractor: As Provided
Reference Count: 21
ISSN: ISSN-0741-9325
Educators' Interpretations of Ambiguous Accommodations
Byrnes, MaryAnn
Remedial and Special Education, v29 n5 p306-315 2008
This exploratory case study examined how general and special education teachers in one school district interpreted three frequently used accommodations. Although a majority of both groups agreed on interpretations of extended time, there was little agreement, considerable variation, and some contradiction in their understanding of the changes intended by scribing and preferential seating. Recommendations include suggestions for replacing ambiguous accommodations with functional descriptions, linking accommodations more directly with barriers presented by disabilities, and paying particular attention to ensuring that interpretations are shared as students move through their school experience. (Contains 3 tables.)
SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Adult Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A