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

Pei-Ying Lin, Yu-Cheng Lin, Chia Jung Yeh


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.


accommodations, assessment, early childhood special education, children

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ISSN: 2454-6623