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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.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/nceo-brief-number-34-february-2024-teacher-perceptions-and-perspectives-on-the-selection-and-implementation-of-accommodations/585936/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/nceo-brief-number-34-february-2024-teacher-perceptions-and-perspectives-on-the-selection-and-implementation-of-accommodations/585936.png","ImageObject",300,407,{"name":92,"@type":93},"Jordan Avery","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-04","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What do the research studies say about teachers’ overall perceptions of accommodations?","Question",{"text":112,"@type":113},"Teachers generally reported positive perceptions of accommodations. Many also recognized challenges in selecting and implementing appropriate decisions for individual students with disabilities.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Which accommodations were reported as especially difficult to make and implement?",{"text":117,"@type":113},"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.",{"name":119,"@type":110,"acceptedAnswer":120},"How do universal features, designated features, and accommodations relate to accessibility decision-making?",{"text":121,"@type":113},"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.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},585936,1792189453,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":29,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144,"preview_page_count":4},1099523882367,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc","NCEO Brief Number 34 • February 2024  \nTeacher  \nPerceptions and  \nPerspectives on the Selection and Implementation of Accommodations  \nMany students with disabilities  \nuse 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.  \nBoth 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.  \nTeachers’ Perceptions  \nThe 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.  \nOverall, 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  \nread 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) .  \nSuggested Strategies  \nThe research on teachers’ perceptions of accommodations suggests several strategies that could improve practice:  \nInvolve 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  \n1 Related service providers also have valuable perspectiveson accommodations. For details, see Lazarus, Goldstone, Thurlow, and Ghere (2021) .  \nAccessibility Features and Accommodations Terminology  \nBoth 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:  \nUniversal features are available to all students as they access instructional or assessment content.  \nDesignated features are available for those students for whom the need has been identified by an informed educator or team of educators.  \nAccommodations 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) .  \nThe 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","cbCaisVpmMqCMFws","https://ap.wps.com/l/cbCaisVpmMqCMFws","pdf",740617,"English","# Teacher Perceptions\n## Overall Research Findings\n# Suggested Strategies\n# Accessibility Features and Accommodations Terminology\n## Universal, Designated, and Accommodations\n# Table 1. Findings of Research Studies that Examined Teacher Perceptions of Selected Accommodations","[{\"question\":\"What do the research studies say about teachers’ overall perceptions of accommodations?\",\"answer\":\"Teachers generally reported positive perceptions of accommodations. Many also recognized challenges in selecting and implementing appropriate decisions for individual students with disabilities.\"},{\"question\":\"Which accommodations were reported as especially difficult to make and implement?\",\"answer\":\"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.\"},{\"question\":\"How do universal features, designated features, and accommodations relate to accessibility decision-making?\",\"answer\":\"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.\"}]","NCEO Brief Number 34 - February 2024 - Teacher Perceptions and Perspectives on the Selection and Implementation of Accommodations | PDF",1792056376,15]