Reading assessment should include skill levels in decoding, fluency and comprehension.
Once a child has been formally identified with a learning disability, the child or parent may request accommodations for that child's specific needs.
Selecting and monitoring the effectiveness of accommodations should be an ongoing process, and changes (with involvement of students, parents and educators) should be made as often as needed.
The key is to be sure that chosen accommodations address students' specific areas of need and facilitate the demonstration of skill and knowledge.
Here are some examples of possible accommodations for an IEP team to consider, broken into six categories: School assignments and tests completed with accommodations should be graded the same way as those completed without accommodations.
After all, accommodations are meant to "level the playing field," provide equal and ready access to the task at hand, and not meant to provide an undue advantage to the user.