Minnesota Adult Basic Education Disabilities

Specific standardized testing for adult basic education students is a requirement of both state and federal governments. In addition, it is important for the classroom teacher and student to determine realistic learning goals. 

In an informal setting, it is not as important to follow strict accommodation guidelines when you are more concerned with what your student wants/needs to learn. For example, in a very informal setting, a beginning comprehension level could be established by asking a student to read passages at a variety of levels, beginning with the easiest level.  Comprehension questions would follow. 

In the case of a student that is non-verbal, the student could read silently and answer the questions by gazing or pointing to A, B, C or D. If the student indicates he/she is unable to read, read the passages to the student to check for comprehension ability. Don’t time him or her. Ask them to highlight words they cannot identify or don’t understand. If the student is non-verbal, ask the student to blink or do some action when you come to a word that is not understood.

Educational software programs offer opportunities for informal assessments. Using assistive technology and accessibility features on computers, students are able to be much more independent in demonstrating what they know. 

So much can be learned about a student by simply asking questions about prior knowledge. Students who have been born with severe disabilities have had the opportunity for excellent learning, but every task takes longer because of physical limitations. They will not have had the practice time that most students have to learn new information. If students use communication systems because they are non-verbal, phonics might not have been introduced. Likewise, students that cannot use their hands to write might not have learned to read cursive writing. It is not because teachers don’t think these skills are important, but is a result of time limitations.

Suggestions for Informal Assessments of Students with Physical Disabilities

1. Determine what you want to know about a student’s prior knowledge and look through current texts and software for assessment ideas.  Many times the student won’t even know this is an evaluation.
2. Do not time the test unless timing is relevant to what you what to learn about the student.
3. Begin at a level below where you think the student might be, so the student does not immediately feel threatened.
4. Ask the student about prior learning and present learning needs.
5. If using a page from a workbook, put an overhead sheet over the page and let the student mark with an overhead marker, or let the student mark directly on the page.
6. Allow the student to input his/her answers on the computer.
7. Enlarge the answer sheet.
8. Relax. Beware of your body language.
9. Sit with a student while he/she is taking a computerized test (or any test, if possible) to determine when the student is guessing or being impulsive. The student will make comments that help the teacher understand the learning needs of the student, and will also prompt questions that the teacher will want to ask.
10. Enlarge the printed page when necessary. Providing more space between the lines might be helpful even if there is not a vision problem.

Accommodations are changes that are made in test administration that do not decrease the validity of the assessment.

Modifications are generally those accommodations provided that may compromise the validity of standardized scores. 

For more information, see section on GED, TABE or CASAS Testing.