What are Accommodations?

A disability is defined by federal law as a substantial limitation, in a major life activity, as compared with most people in the general population. Major life activities include activities of daily living such as breathing, working, learning, seeing, hearing, and reading.

Brad Hasskamp, Minnesota State Adult Education Director and Adult Basic Education Supervisor has given the following guidance to administering the CASAS test with accommodations:

“Test accommodations must comply with publisher guidelines.  Beyond that, no special documentation or permission is required to provide accommodations on the TABE and CASAS tests. Test administrators need only to provide the same accommodations at the pre- and post-test in order to assure standardized testing conditions. Note that it may be helpful to document accommodations provided in the event that the folks involved in post-testing were not those initially involved in pre-testing.  It is up to local programs whether and how to keep such documentation.”

This information is taken from the TABE Tests of Adult Basic Education ‘Overview’ brochure located at: https://tabetest.com/PDFs/TABE_Overview_Brochure.pdf

DRC is dedicated to serving TABE test takers with disabilities and health-related needs by providing alternative delivery testing options for students with valid accommodation needs.

TABE 11 and 12 is available in:

  • Regular-sized print
  • Large-print
  • Braille
  • Audio CD formats
  • Text-to-Speech tool available at DRC INSIGHT

In the TABE 11-12 Test Directions and Administration Manual, Before Testing chapter (page 2), provides information on completing the Examinee-Identifying Information.  For a student with accommodations, complete Step 6 Assessment Accommodations Sections AA and BB (page 12).

Section AA – On the examinee-identifying information grid, fill in the circles that apply.

  1. IEP-Fill in this circle if the examinee has had an Individualized Education Program (K-12)
  2. 504-fill in this circle if the examinee has had a Section 504 Plan in K-12 schools.
  3. LEP/ELL-fill in this circle if the examinee is classified as Limited English Proficiency (LEP),
    English Language Learner (ELL), or a similar classification.

NOTE:  PANDA has a Supplemental Disability Registration Form that is available in English and Spanish.  The supplemental form can help programs determine if a student has a disability and if they had an IEP or 504 plan.  Click here for the form.

Section BB – On the examinee-identifying information grid, fill in the circles that apply.

In this section, the three horizontal rows correspond to three categories of accommodations (Categories 1, 2, and 3).  The categories are outlined in the “A Framework for Classifying Accommodations” section, pages 13 and 14 of the Test Direction and Accommodation manual.  The column heading refers to the content area for which accommodations might be appropriate.  For example, you may use a Category 2 accommodation for Reading but a Category 1 accommodation for Mathematics.

RD Reading
MA Mathematics
LA Language

IMPORTANT:  If multiple categories of accommodations are used for the content are, fill in the highest category used.  (Category 3 is the highest.)  Fill in only one category circle in the content area column.

For more information, go to:
TABE Guidelines to Inclusive Testing Accommodations