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The Journal of Special Education
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A National Survey of General Education Teachers' Perceptions of Testing Adaptations

Madhavi Jayanthi

Educational Research and Services Center

Michael H. Epstein

Northern Illinois University

Edward A. Polloway

Lynchburg College

William D. Bursuck

Northern Illinois University

The purpose of this study was to survey the perceptions of general education teachers nationwide, particularly as they relate to making testing adaptations for students with disabilities. A survey was sent to 708 general education teachers nationwide. The return rate was 56.6% (N = 401). The specific testing adaptations that were rated as being most helpful for students with disabilities were (a) giving individual help with directions during tests, (b) reading test questions to students, and (c) simplifying wording of test questions. Similarly, the specific testing adaptations that were rated as being most easy to make were (a) using black-and-white copies, (b) providing extra space on tests for answering, (c) giving practice questions as a study guide, (d) giving open-book/notes tests, and (e) giving individual help with directions during tests. In addition, a total of 247 (66.6%) general education teachers indicated that it was not fair to make testing adaptations only for students with disabilities, whereas 124 (33.4%) respondents indicated that it was fair. Other results of the study, limitations of the study, and future research needs are discussed.

The Journal of Special Education, Vol. 30, No. 1, 99-115 (1996)
DOI: 10.1177/002246699603000106
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