NCEO Brief Number 34 - February 2024 - Teacher Perceptions and Perspectives on the Selection and Implementation of Accommodations

Oct 15, 2026

NCEO Brief Number 34 (February 2024) examines how teachers perceive and apply accessibility features and accommodations for students with disabilities during instruction and assessments. It synthesizes research from 1999–2022, highlighting generally positive teacher attitudes alongside common implementation difficulties, especially for assistive technology and certain presentation or response supports. The brief clarifies accessibility terminology and proposes strategies, including involving all teachers in accommodation decision-making.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages6

Reading Time15 min

AccessFree to download

Teacher Perceptions

Overall Research Findings

Suggested Strategies

Accessibility Features and Accommodations Terminology

Universal, Designated, and Accommodations

Table 1. Findings of Research Studies that Examined Teacher Perceptions of Selected Accommodations

NCEO Brief Number 34 • February 2024 Teacher Perceptions and Perspectives on the Selection and Implementation of Accommodations 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. Individualized Education Program (IEP) teams make these decisions for students with disabilities. Teachers are part of these teams. They have valuable perspectives that are based on their knowledge of student characteristics and needs, as well as on their past experiences. They also provide the team with valuable feedback on how accessibility features and accommodations are working. Both special and general educators have vital roles in the accommodations decision-making process. General education teachers have a deep understanding of the content area, and of the needs and accessibility challenges of students in their classrooms. Special education teachers have a deep understanding of students with disabilities, and of how to make instruction and assessments more accessible. Teachers’ Perceptions The National Center on Educational Outcomes (NCEO) synthesized and summarized research conducted between 1999 and 2022 on the perceptions of teachers regarding accommodations (NCEO, 2020, 2021, 2022, 2023) . See Table 1 for the research-based findings on teacher perceptions for selected accommodations. Overall, the studies found that teachers had positive perceptions of accommodations, however, many teachers recognized that it can be challenging to make and implement appropriate accommodation decisions for individual students with disabilities. They found it particularly difficult to make accommodations decisions for assistive technology, oral delivery (e.g., human read aloud, text to speech), student reads aloud to self, scribe, translation of test directions, and tactile graphics. For example, some teachers reported that they did not make assistive technology available to their students because of their own discomfort, lack of experience, or knowledge of how to teach a student how to use it. Teachers also indicated that they would benefit from additional training on selecting and implementing accommodations for students with high incidence disabilities (e.g., specific learning disability, other health impairment, emotional disturbance) . Suggested Strategies The research on teachers’ perceptions of accommodations suggests several strategies that could improve practice: Involve all teachers in accessibility and accommodations decision making. All teachers, including both special and general education teachers,1 can provide valuable perspectives about student needs and should, whenever possible, be involved in the accommodations 1 Related service providers also have valuable perspectiveson accommodations. For details, see Lazarus, Goldstone, Thurlow, and Ghere (2021) . Accessibility Features and Accommodations Terminology Both the Individuals with Disabilities Education Act (IDEA) and the Elementary and Secondary Education Act (ESEA) refer to accommodations. However, a broader approach to accessibility is now often taken that is based on a three-level framework: Universal features are available to all students as they access instructional or assessment content. Designated features are available for those students for whom the need has been identified by an informed educator or team of educators. Accommodations are generally available for students for whom there is documentation on an IEP, Section 504, or English Learner (EL) Plan (Lazarus, Goldstone, Wheeler et al., 2021, p. 6) . The term accessibility features is sometimes used to describe both universal features and designated features. Even though the three-level framework is widely used, the research literature summarized in this Brief typically did not differentiate among the levels of access

FAQs

What do the research studies say about teachers’ overall perceptions of accommodations?

Teachers generally reported positive perceptions of accommodations. Many also recognized challenges in selecting and implementing appropriate decisions for individual students with disabilities.

Which accommodations were reported as especially difficult to make and implement?

Teachers found it particularly difficult to make decisions for assistive technology, oral delivery options (such as human read aloud and text to speech), self read aloud, scribe, translation of test directions, and tactile graphics.

How do universal features, designated features, and accommodations relate to accessibility decision-making?

Universal features are available to all students for instructional or assessment content. Designated features are for students whose need is identified by an informed educator or team. Accommodations are generally provided when documentation exists on an IEP, Section 504, or English Learner plan.

Oct 15, 2026

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