To provide students with an unfair advantage.

To ensure equal opportunities for students with disabilities.

To make assessments more challenging for all students.

To reduce the rigor of assessments for all students.

Providing extended time for completing an assessment.

Offering a quiet room for students with attention deficit hyperactivity disorder (ADHD).

Using a scribe to write answers for a student with a physical disability.

Lowering the passing score for a student with a learning disability.

Creating assessments that are challenging for all students.

Providing accommodations only for students with disabilities.

Designing assessments that are accessible to all learners, regardless of their abilities.

Making assessments more difficult for students with disabilities.

Using a computer to read aloud a text passage.

Providing a student with a Braille version of an assessment.

Offering a student a quiet room to take an assessment.

Using assistive technology to magnify text on a computer screen.

To provide accommodations only to students who request them.

To ensure that accommodations are provided consistently and appropriately.

To ignore the needs of students with disabilities.

To make accommodations more difficult for students with disabilities.

It is not necessary to involve students in the decision-making process.

It helps ensure that accommodations are tailored to the student's individual needs.

It is a legal requirement to involve students in the decision-making process.

It is a waste of time to involve students in the decision-making process.

Providing students with the same materials and instructions as their peers.

Using multisensory activities to engage students with different learning styles.

Expecting all students to complete the same assignments at the same pace.

Ignoring the needs of students with learning disabilities.

To make students feel bad about their performance.

To help students identify areas where they need improvement.

To punish students for making mistakes.

To discourage students from taking assessments.

Using verbal feedback only.

Providing written feedback in a clear and concise manner.

Ignoring the feedback needs of students with disabilities.

Using feedback that is too complex for students with disabilities to understand.

It is not necessary for teachers, students, and parents to collaborate.

It helps ensure that accommodations are implemented effectively and consistently.

It is a legal requirement for teachers, students, and parents to collaborate.

It is a waste of time for teachers, students, and parents to collaborate.

Ignoring the progress of students with disabilities.

Collecting data on student performance and making adjustments as needed.

Assuming that accommodations are always effective without monitoring.

Discontinuing accommodations without evaluating their impact.

Assessment accommodations hinder inclusive education.

Assessment accommodations are not necessary for inclusive education.

Assessment accommodations play a crucial role in promoting inclusive education.

Assessment accommodations make inclusive education more difficult.

Using only multiple-choice questions.

Providing clear and concise instructions.

Using complex and ambiguous language.

Ignoring the needs of students with disabilities.

Professional development is not necessary for teachers to implement assessment accommodations effectively.

Professional development helps teachers understand the principles and best practices of assessment accommodations.

Professional development is a waste of time for teachers.

Professional development makes it more difficult for teachers to implement assessment accommodations.

Ignoring the needs of students with disabilities.

Educating stakeholders about the importance of assessment accommodations.

Assuming that accommodations will be provided without advocating for them.

Discouraging students with disabilities from requesting accommodations.