We provide testing for educational accommodations, adjustments or modifications provided to students with disabilities to ensure equal access to education. These interventions vary widely depending on the student’s needs and the educational setting. For example, IEP accommodations are the highest level of interventions designed for students who would not otherwise be able to access the curriculum. In contrast, 504 accommodations are designed for students who need a lower level of more specific interventions. Schools often do testing for special education accommodations, but we can help if your child goes to private school, is home-schooled, or wants to augment what your school is providing. We can also provide an Independent Educational Evaluation if you disagree with the school’s findings or think they missed something.
This post is designed to give you an overview of educational accommodations and how psychological testing can help. Please get in touch with us or schedule a consultation if you want specific information about your child. Keep in mind that public school systems provide psychoeducational assessments in many circumstances, and it’s often best to approach them to see what they can offer. We can also help with that process.
Legal Issues and Educational Accommodations
Testing for educational accommodations can be important given that students with disabilities have certain legal protections, such as provided by the Individuals with Disabilities Education Act (IDEA), which ensures that students with disabilities receive a free appropriate public education (FAPE) and provides guidance and provides regulations for the development of IEPs. Also relevant is Section 504 of the Rehabilitation Act, which protects against discrimination and ensures 504 accommodations. Finally, the more general Americans with Disabilities Act (ADA) provides broad protection against discrimination in all public and private spaces, including schools.
Students with Disabilities Overview
Supporting students with disabilities involves a comprehensive approach that ensures their educational needs are met and that they have equal access to learning opportunities. Here’s a detailed look at the key aspects and how our psychological testing services for special education accommodations can help
Identification of Students with Disabilities
Early detection of disabilities is crucial. This is often achieved through regular screenings, observations by preschool teachers, and reports from parents. Schools often have processes to identify students who may need further evaluation. We get involved when a school calls us or a parent has concerns that something has not been fully addressed or assessed by the school system. We also get involved when a child attends a private school or is home-schooled since both options may provide fewer options for educational evaluations, but most offer similar plans for IEP or 504 accommodations.
Evaluation for Educational Accommodations
A thorough assessment by a multidisciplinary team (including psychologists, special educators, and medical professionals) is often necessary to determine the nature and extent of the disability. We can organize this evaluation or provide our services as part of the team. This evaluation helps develop an appropriate support plan, including IEP or 504 accommodations. These evaluations can be done early, sometimes when the child is only three years old. Once a child is approved for 504 of IEP accommodations, they are re-evaluated at least every three years to see how they are progressing and where they may need additional support. We can provide online IQ testing in some areas as part of this process.
Individualized Education Plans (IEPs) and 504 Plans
An IEP is a legal document developed for students eligible for special education services under the IDEA. It includes specific goals, services, interventions, and the setting for the services. The IEP is reviewed and updated annually to meet the student’s evolving needs. IEPs are more extensive than 504 plans, with the major difference being that students with disabilities who get an IEP can receive specific services from designated special education staff, sometimes including being pulled out of the classroom or being in a substantially separate learning environment.
Section 504 of the Rehabilitation Act provides accommodations for students with disabilities who do not qualify for special education under IDEA. In these cases, 504 accommodations allow students to access the general education curriculum by providing interventions that do not require special education staffing or having the child pulled out of class. These changes can still meaningfully affect the child’s ability to learn to their potential.
Types of Disabilities that Need Educational Accommodations 
Students with disabilities usually fall within five categories:
- Learning Disabilities:
- Dyslexia (reading difficulties): This broad category can involve reading fluency or comprehension, word decoding, or word recognition.
- Dysgraphia (writing difficulties): This involves difficulties with forming letters, words, or sentences that are not merely delays.
- Dyscalculia (math difficulties): This broad category relates to a child having problems with math concepts that lower innate intellect cannot merely explain. In other words, the child may have a substantially higher IQ than their math performance would indicate.
- Physical Disabilities:
- Mobility impairments: This area covers a child’s physical difficulties that, unless addressed, will affect their ability to learn to reach their potential.
- Chronic health conditions (e.g., asthma, diabetes): This is the case when a health condition requires some intervention to ensure that the child can fully access the curriculum
- Sensory Disabilities:
- Visual impairments
- Hearing impairments
- Developmental Disabilities:
- Autism Spectrum Disorder (ASD): While a diagnosis of ASD is not in itself a reason a child will need IEP or 504 accommodations, they may be necessary if the symptoms affect their learning.
- Intellectual disabilities: Children with a wide range of IQ scores can be effectively educated, but if the score is low enough 504 or IEP accommodations may be necessary.
- Emotional and Behavioral Disorders:
- Attention Deficit Hyperactivity Disorder (ADHD): As with ASD, the diagnosis of ADHD alone does not necessarily qualify a child, but if the symptoms are having a significant effect on their learning, it does.
- Anxiety disorders: When an anxiety issue, whether generalized anxiety, a phobia, panic attacks, or something else, affects learning, interventions may be necessary
Our psychological testing services are designed to help identify students with disabilities in all areas except physical or sensory and suggest special education accommodations that will help the student succeed.
IEP Accommodations and Modifications
Three main categories of IEP accommodations may be identified through psychological testing:
- Instructional:
- Differentiated instruction to meet diverse learning needs
- Use of assistive technology (e.g., speech-to-text software, audiobooks)
- Environmental:
- Adjustments to the physical classroom setup (e.g., seating arrangements, lighting)
- Providing quiet spaces for students who need a break from sensory stimuli
- Assessment:
- Providing extra time for tests and assignments
- Allowing alternative assessment methods (e.g., oral presentations, project-based assessments)
Additional Support Services for Students with Disabilities
Psychological testing designed to determine IEP accommodations for students with disabilities might also point to the need for additional support services inside and outside the classroom:
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- Special Education Services:
- Resource rooms where students can receive specialized instruction
- Co-teaching models where special education teachers work alongside general education teachers
- Related Services:
- Speech and language therapy
- Occupational therapy
- Physical therapy
- Counseling and Psychological Services:
- School counselors and psychologists provide support for emotional and behavioral issues.
- Social skills training and behavior intervention plans can be developed
- Special Education Services:
In addition, IEP accommodations can include everything listed below.
504 Accommodations
While not usually as intensive, 504 accommodations are designed to help children who would not otherwise reach their potential and fully access the curriculum without some interventions. Possible 504 accommodations fall into four categories
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- Testing:
- Extended time on exams like the SATs
- Breaks during testing
- Alternative test formats (e.g., oral exams, typed responses)
- Use of assistive technology (e.g., screen readers, dictation software)
- Testing in a distraction-free environment
- Instructional:
- Modified assignments or curriculum
- Access to lecture notes and presentations
- Preferential seating
- Use of graphic organizers and visual aids
- Instruction provided in alternative formats (e.g., audio recordings, large print)
- Environmental:
- Physical accessibility modifications (e.g., ramps, adjustable desks)
- Reduced sensory stimuli in the classroom
- Use of noise-canceling headphones
- Organizational and Study Skills Support:
- Time management and organizational coaching
- Study skills workshops
- Access to tutoring and mentoring programs
- Testing:
Educational Accommodations Process
In the United States, the Individuals with Disabilities Education Act (IDEA) and Section 504 of the Rehabilitation Act of 1973 provide guidelines and protections. The Americans with Disabilities Act (ADA) also provides broad protections against discrimination for individuals with disabilities, including in educational settings.
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- Identification and Documentation:
- The student or their guardian must identify the need for support.
- Documentation from a licensed professional (e.g., psychologist, medical doctor) is typically required to substantiate the need. We can help here, but schools can also provide these resources.
- Special Education Accommodations Assessment:
- An assessment is conducted to determine the specific interventions needed, including potential 504 or IEP accommodations.
- This may involve input from teachers, counselors, and other educational professionals.
- Accommodation Plan Development:
- An Individualized Education Plan (IEP) or a 504 accommodations plan is developed outlining the specific accommodations.
- These plans are created collaboratively with input from the student, their family, and school staff.
- Implementation and Review:
- The IEP or 504 accommodations are put into practice.
- Regular reviews are conducted to assess the effectiveness of the accommodations and make any necessary adjustments.
- Identification and Documentation:
Tips for Success
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- Communication: An open line of communication between the student, family, and educational professionals is crucial.
- Advocacy: Students and families should advocate for the IEP or 504 accommodations they need.
- Flexibility: Be prepared to adjust accommodations as the student’s needs change over time.
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Testing for Special Education Accommodations: Case Example
- Student: Maria, a 12-year-old 7th grader
- Concern: Maria struggles significantly with reading comprehension, writing tasks, and completing tests within the allotted time. Teachers noticed she often leaves questions unanswered, appears distracted, and requires extra verbal instructions to understand assignments.
- History: Maria’s parents report similar challenges since early elementary school, though she has not yet undergone formal testing for learning differences.
Testing for Special Education Accommodations, Step 1: Referral Process
- Who referred Maria? Maria’s private school teacher noticed patterns of academic struggle across multiple subjects. Because the school is private, it does not have the resources to provide the testing, but it was interested in working with us and connected us with her teacher and the school counselor.
- Parental involvement: After meeting with the school, the parents gave written consent for the evaluation. They then scheduled a consultation with us and decided our services were a fit.
Testing for Special Education Accommodations Step 2: Formal Evaluation
We conduct a comprehensive evaluation to determine Maria’s eligibility for special education services under the Individuals with Disabilities Education Act (IDEA). While not technically testing for IEP or 504 accommodations, the school uses a similar process to design a plan for students who need one.
Tests Administered:
- Cognitive Assessment:
- WISC-V (Wechsler Intelligence Scale for Children)
- Results: Above-average verbal comprehension but below-average processing speed and working memory.
- Academic Achievement Tests:
- WIAT-4 (Wechsler Individual Achievement Test)
- Results:
- Reading Comprehension: Below the 10th percentile
- Written Expression: Below the 15th percentile
- Math Computation: Average
- Rating Scales:
- BASC-3 (Behavior Assessment System for Children), anxiety rating scales, and an ADHD screening for girls
- Teacher and parent forms indicated significant attention, focus, and task completion difficulties.
- Classroom Observations:
- Maria was observed having difficulty following multi-step instructions and often looking distracted during independent work.
Step 3: Determination of Educational Accommodations
After the evaluation, the multidisciplinary team reviews the data:
- Maria shows a Specific Learning Disability (SLD) in reading comprehension and written expression.
- The team also considers Maria may have co-occurring attention difficulties (e.g., ADHD) and recommends further treatment by a clinical psychologist.
Step 4: Developing the Plan
The team decided that Maria would benefit from these interventions, similar to IEP accommodations if she was at public school.
- Special Education Accommodations:
- Extended time on tests (50% extra time).
- Text-to-speech software for reading assignments.
- Use of graphic organizers for writing tasks.
- Preferential seating to reduce distractions.
- Goals:
- Improve reading comprehension to grade-level expectations within one year.
- Write organized, multi-paragraph essays with teacher support and scaffolding.
- Progress Monitoring:
- Monthly assessments of the effectiveness of special education accommodations to review progress.
Testing for Educational Accommodations Outcome
With these special education accommodations, Maria demonstrates improved reading and writing performance. Her confidence increases, and teachers note she is more engaged during class activities.
This case highlights the importance of early intervention, comprehensive special education accommodations evaluations, and tailored plans to help students succeed.
Our Educational Accommodations Services
We provide psychological testing for educational accommodations to provide schools and parents with the information they need to help each student reach their potential. This may include dyslexia, dyscalculia, or dysgraphia testing. It may also include a sensory processing disorder evaluation. We encourage parents to participate actively in the IEP/504 planning process, so one of our goals is to help you be an educated consumer. If your child has an IEP or 504 plan, we can advise you on communicating with teachers and school staff to monitor progress. In some cases, we will also give you information about local organizations and advocacy groups. While our main focus is on 504 and IEP accommodations, we can also provide other information, such as how to access recreational programs and activities designed for students with disabilities.
Transition Planning
In addition to earlier psychological testing for 504 or IEP accommodations, we can also provide assessments that help with transition planning. Transition planning for students with disabilities should begin by age 14-16 to prepare for life after high school. This planning may include post-secondary education, vocational assessment and training, employment, and independent living skills. It may also include educational accommodations for college. This is when we pull the student more closely into the process, given that teaching students to advocate for their needs and understand their rights is crucial for their success beyond school.
We also provide psychological testing for exam accommodations for the LSAT, GMAT, MCAT, and GRE, as well as specific testing regarding ADHD accommodations for school and work.
If you are interested in learning how to get your child tested for possible 504 or IEP accommodations, don’t hesitate to contact us or schedule a consultation anytime. We’ll review your options for testing for special education accommodations, including what the school system can provide.
