Download full textERIC Number: ED653120
Record Type: Non-Journal
Publication Date: 2024-Feb
Pages: 6
Abstractor: As Provided
ISBN: N/A
ISSN: N/A
EISSN: N/A
Available Date: N/A
Teacher Perceptions and Perspectives on the Selection and Implementation of Accommodations. NCEO Brief Number 34
Sheryl S. Lazarus; Kascinda Fleming
National Center on Educational Outcomes
Many students with disabilities use accessibility features and accommodations during instruction and when taking assessments. It is important to consider teacher perceptions and experiences when making accessibility decisions. The National Center on Educational Outcomes (NCEO) synthesized and summarized research conducted between 1999 and 2022 on the perceptions of teachers regarding accommodations. Based on this research on teachers' perceptions of accommodations, NCEO suggests several strategies that could improve practice.
Descriptors: Students with Disabilities, Accessibility (for Disabled), Teacher Attitudes, Decision Making, Educational Strategies, Assistive Technology, Educational Legislation, Elementary Secondary Education
National Center on Educational Outcomes. University of Minnesota, 207 Pattee Hall, 150 Pillsburg Drive Southeast, Minneapolis, MN 55455. Tel: 612-626-1530; Fax: 612-624-0879; e-mail: nceo@umn.edu; Web site: https://nceo.info/
Publication Type: Information Analyses
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: Office of Special Education Programs (OSEP) (ED/OSERS), Research to Practice Division (RTP)
Authoring Institution: National Center on Educational Outcomes (NCEO); Applied Enterprise Management Corporation (AEM); Center for Parent Information & Resources (CPIR); Council of Chief State School Officers (CCSSO); National Association of State Directors of Special Education (NASDSE); WestEd; University of Minnesota, Institute on Community Integration
Identifiers - Laws, Policies, & Programs: Individuals with Disabilities Education Act; Elementary and Secondary Education Act
Grant or Contract Numbers: H326G210002
Author Affiliations: N/A
