You are here:

Assessing Calculators as Assessment Accommodations for Students with Disabilities


Assistive Technology Outcomes and Benefits Volume 5, Number 1, ISSN 1938-727X


This study explored the performance of 75 seventh-grade students with and without disabilities, educated in inclusive mathematics classes, on open-ended, problem-solving mathematics assessments. In the study, approximately half of the students used a graphing calculator on the first assessment and not on the second assessment (n = 35; 46.7%), whereas the other half used it on the second assessment and not on the first (n = 40; 53.3%). The results indicate that all students did better when using a graphing calculator, regardless of the order of calculator use (i.e., Assessment 1 or 2). The results also suggest that calculators may not be a valid accommodation for some students with disabilities on assessments. This study has implications for providing calculators as accommodations on mathematics assessments. (Contains 1 table and 2 figures.)


Bouck, E.C. & Yadav, A. (2008). Assessing Calculators as Assessment Accommodations for Students with Disabilities. Assistive Technology Outcomes and Benefits, 5(1), 19-28. Retrieved July 23, 2019 from .

This record was imported from ERIC on April 19, 2013. [Original Record]

ERIC is sponsored by the Institute of Education Sciences (IES) of the U.S. Department of Education.

Copyright for this record is held by the content creator. For more details see ERIC's copyright policy.