Provide the special learner with an alternate setting for taking the assessment if such a provision is stated in the IEP. Choose a different room from the rest of the class. For example, use individual testing away from the group if the student requires standing or moving about during the test.
Give the test to the student using a different format or mode of access if required. Such formats may include auditory, multisensory, visual or tactile. For example, a vision-impaired student may require braille or large print. Audio recordings may be used if so stated in the accommodations provided in the IEP.
Provide accommodations that allow the student to respond to test questions in an alternative manner. He may use an assistive device to organize the test items and respond to each one. For example, assign a scribe to record the student's oral answers if writing is a problem. If the IEP designates the use of a graphic organizer, he must be allowed to use it during testing.
Alter the time restraints for testing. The test administrator can increase the amount of time allowed for completing the assessment or break the testing down into more manageable periods of time. For example, allow the student multiple days to complete the entire assessment rather than attempting to finish it in one day. The IEP team may make this recommendation based on a student's inability to focus for extended periods of time.