The Accommodations in Early Years Model: Theoretical Framework and Methodologies for Adapting and Evaluating Developmental Assessments

Abstract

Over the years, there has been an increasing interest in adapting classroom and largescale assessments for school-aged children and adolescents. But despite the recent advances in the fields of educational measurement and special education, current accommodation research rarely involves preschool children. In this paper, we propose a theoretical model consisting of critical elements that involve a continuous and cyclical decision-making process aligned with developmentally appropriate practices addressing children and family needs. We also conducted
research on a variety of methodologies that can be employed to examine the accommodated data and evaluate developmental assessments for different study purposes of early childhood special education.