This study reports empirical data on the use of various test accommodations for students with disabilities participating in the Missouri Assessment Program. The findings indicate that three accommodations, extended time, small-group administration, and read-aloud, account for nearly all of the students using an accommodation. The results also demonstrate that accommodations are rarely used in isolation. Students using one accommodation are very likely to use at least one additional accommodation. Although the read-aloud accommodation was not the most frequently used, we argue that more emphasis should be given to studying the effects of this accommodation.
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