educators should include that information on the student's IEP, ensure use of the accommodation, and monitor its use. Position Statement To implement extended time or adequate time for students with visual impairments, four steps should be followed: Assess the need for extended time and frequent breaks. Include specific information about extended time and the need for breaks on the student's Individualized Education Program (IEP). Ensure that extended time and frequent break accommodations are implemented as specified during testing. Monitor the student's use of extended time to assure that the student uses extended time/break time appropriately and that the student is on task. References Bradley-Johnson, S. (1994). Psychoeducational assessment of visually impaired and blind students: Infancy through high school. (2nd e d.). Austin: Pro-Ed. Gompel, M., van Bon, W. H. J., & Schreuder, R. (2004). Reading by children with low vision. Journal of Visual Impairment & Blindness, 98(2), Harley, R. K. & Lawrence, G. A. (1984). Visual impairment in the schools. (2nd ed.). Springfield, IL: Charles C. Thomas. Kederis, C. J., Nolan, C. Y., & Morris, J. E. (1967). The use of controlled exposure devices to increase braille reading rates. Unpublished manuscript, The American Printing House for the Blind. G.E., Rubin, G.S., Pelli, D.G., & Schleske, M.M. (1985). Psychophysics of reading. II. Low vision. 25, 253-266. Vision Research, Legge G. E., Ross, J. A., Maxwell, K. T., & Luebker, A. (1989). Psychophysics of reading. VII. Comprehension in normal and low vision. Clinical Vision Sciences, 4(1), 51-60. Marquart, A. M. (2000, June). The use of extended time as an accommodation on a standardized mathematics test: An investigation of effects on scores and perceived consequences for students of various levels. Paper presented at the Annual Meeting of the Council of Chief State School Officers for the Large Group Session,
educators should include that information on the student's IEP, ensure use of the accommodation, and monitor its use. Position Statement To implement extended time or adequate time for students with visual impairments, four steps should be followed: Assess the need for extended time and frequent breaks. Include specific information about extended time and the need for breaks on the student's Individualized Education Program (IEP). Ensure that extended time and frequent break accommodations are implemented as specified during testing. Monitor the student's use of extended time to assure that the student uses extended time/break time appropriately and that the student is on task. References Bradley-Johnson, S. (1994). Psychoeducational assessment of visually impaired and blind students: Infancy through high school. (2nd e d.). Austin: Pro-Ed. Gompel, M., van Bon, W. H. J., & Schreuder, R. (2004). Reading by children with low vision. Journal of Visual Impairment & Blindness, 98(2), Harley, R. K. & Lawrence, G. A. (1984). Visual impairment in the schools. (2nd ed.). Springfield, IL: Charles C. Thomas. Kederis, C. J., Nolan, C. Y., & Morris, J. E. (1967). The use of controlled exposure devices to increase braille reading rates. Unpublished manuscript, The American Printing House for the Blind. G.E., Rubin, G.S., Pelli, D.G., & Schleske, M.M. (1985). Psychophysics of reading. II. Low vision. Vision Research, 25, 253-266. Legge G. E., Ross, J. A., Maxwell, K. T., & Luebker, A. (1989). Psychophysics of reading. VII. Comprehension in normal and low vision. Clinical Vision Sciences, 4(1), 51-60. Marquart, A. M. (2000, June). The use of extended time as an accommodation on a standardized mathematics test: An investigation of effects on scores and perceived consequences for students of various levels. Paper presented at the Annual Meeting of the Council of Chief State School Officers for the Large Group Session,
Test-Access-Making-Tests-Accessible-for-Students-with-Visual-Impairments-4th-2009.docx