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Demonstrate Concepts or Relationships in Images/Text

Showing or emphasizing the concepts and relationships in images/text using physical or vocal actions for students with significant cognitive disabilities.

 

Allowable on at least one state assessment Allowable on state assessment: This accommodation is allowable on at least one state assessment. See which tests allow this accommodation

Assistive Technology

intellectual disability visual impairment auditory impairment autism traumatic brain injury staar alternate 2 presentation accommodation significant cognitive disability

Examples Include:

  • Physically acting out actions, scenes, or concepts from printed materials.

  • Using sign language and the elements of sign style, sign placement, physically demonstrating concepts, and exaggerating facial expressions to relay information from printed materials. 

  • Animate written passages through the use of style of speech, tone, intensity, voice inflection, intonation, volume, and/or facial expressions.

How to Implement:

  • 1.

    Decide which pictures or parts of text to demonstrate through physical or vocal actions.

    Decide which pictures or parts of text to demonstrate through physical or vocal actions.

  • 2.

    Review your selections with the teacher of the visually impaired (TVI) or appropriate staff.

    Review your selections with the teacher of the visually impaired (TVI) or appropriate staff.

  • 3.

    Determine what physical and/or vocal actions to use.

    Determine what physical and/or vocal actions to use.

  • 4.

    Decide how the student will know it is time to give a response and how to adjust your prompt as needed.

    Decide how the student will know it is time to give a response and how to adjust your prompt as needed.

  • 5.

    Present the text passage with your added physical or vocal demonstration.

    Present the text passage with your added physical or vocal demonstration.

  • 6.

    Prompt the student to respond to the text passage.

    Prompt the student to respond to the text passage.

  • 7.

    Wait at least five seconds for the student to respond.

    Wait at least five seconds for the student to respond.

  • 8.

    Monitor the level of your prompting, accuracy of student responses, and student engagement to judge instructional effectiveness.

    Monitor the level of your prompting, accuracy of student responses, and student engagement to judge instructional effectiveness.

  • 9.

    Share progress and effectiveness with the student, the educational team, and the family.

    Share progress and effectiveness with the student, the educational team, and the family.

Note: Review the STAAR Alternate 2 Test Administrator Manual for presentation instructions during test administration.

State Assessment
Allowability

Some accommodations appropriate for instructional use may not be allowable on a statewide assessment. Select the state assessment to view the implementation policies.

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STAAR Alternate 2 + –

May be used if the accommodation is documented in the student's IEP and follows these guidelines:

  • maintain the integrity of the assessment,

  • avoid leading to or providing the student a direct answer,

  • be used routinely in instruction,

  • reflect the student’s learning styles, and

  • allow a student to respond using a mode that is appropriate for the student.