But what happens to a student who has a visual disability and can read the test materials only very slowly and with great strain? Your estimate of proficiency for him will not only be fuzzy but will also be biased downward, lower than his actual proficiency warrants. If you tested him repeatedly, you could reduce the fuzziness but you would zero in on the wrong score. The ideal accommodations would function like a corrective lens, offsetting the disability-related impediments to performance and raising your estimate of the student’s proficiency to the level it should be. This would make the
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