Abstract
Objectives: To investigate the effectiveness of accommodation policies and teaching practices for secondary students with mild intellectual disabilities, the present study compared the probability that the secondary school accommodated students- if they received assistive technology, computer, and various combinations of accommodations for the provincial math and literacy assessments in Ontario, Canada- would acquire levels of academic achievement comparable to non-accommodated counterparts. Methods: A total of 217 bundled packages, consisting of multiple accommodations, for secondary students with mild intellectual disabilities were examined by an adjusted odds ratio method in the present study. Results: Our results suggest that the probability of achieving the literacy standards differed among students with mild intellectual disabilities in relation to who did or did not receive specific combinations of accommodations. We found that accommodations that involved computer and/or assistive technology were more beneficial for literacy, rather than the math assessment, for accommodated students with mild intellectual disabilities. Conclusion: Our findings help identify the computer-based accommodations that produced significant differential effects on literacy in students with mild intellectual disabilities. Implications for education and future research are also discussed in this paper.