Assessment accommodations emerged during the 1990s as the avenue to access for students with disabilities so that they could participate in national, state, and district assessments at a time when lack of participation was the norm rather than the exception. Much has changed since that time. The purpose of this article is to explore the continuing evolution in perspectives on instructional and assessment accommodations, including changing views about accessible assessments. It explores ways in which educational needs not due to disability or limited English proficiency are being addressed through greater accessibility and through the provision of accommodations. Lessons learned from disability research and practice is applied to students other than those with identified disabilities or those with limited English proficiency.
Bibliographical notePublisher Copyright:
© The Journal of Negro Education 2014.
- Limited english proficiency