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Pair Images/Text with Pictures or Objects

Pairing real objects, pictorial symbols, and/or pictures with original text and images helps students process the content, typically for students with a significant cognitive disability or a visual impairment.

 

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 Assistive Technology (AT): This accommodation includes AT. Be sure AT needs are included as accommodations on the IEP and that the PEIMS code reflects this.

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

Examples Include:

  • Photographs or picture representations of the concept being illustrated.

  • Real objects as close to the original as possible.

How to Implement:

  • 1.

    Decide which images or parts of text to pair with extra materials.

    Decide which images or parts of text to pair with extra materials.

  • 2.

    Review your selections with the teacher of the visually impaired (TVI), if appropriate.

    Review your selections with the teacher of the visually impaired (TVI), if appropriate.

  • 3.

    Prepare your extra materials and include them with print materials.

    Prepare your extra materials and include them with print materials.

  • 4.

    Decide the procedure for guiding tactile or visual exploration, if appropriate.

    Decide the procedure for guiding tactile or visual exploration, if appropriate.

  • 5.

    Plan how you will communicate to the student that it is time to engage with the materials and how to adjust your prompts as

    Plan how you will communicate to the student that it is time to engage with the materials and how to adjust your prompts as needed.

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  • 6.

    Introduce the print material and extra materials during instruction.

    Introduce the print material and extra materials during instruction.

  • 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.