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This paper reports the results of the  National Survey of Accommodations andAlternate Assessments for Students who are Deaf or Hard of Hearing in the UnitedStates  (  National Survey  ). This study focused on the use ofaccommodations and alternate assessments in statewide assessments used with students whoare deaf or hard of hearing. A total of 258 participants responded to the survey,including 32 representing schools for the deaf, 168 from districtwide/school programs, and58 from mainstreamed settings. These schools and programs served a total of nearly 12,000students who are deaf or hard of hearing nationwide. The most prevalent accommodationsused in 2003–2004 statewide standardized assessments in mathematics and reading wereextended time, an interpreter for directions, and a separate room for test administration.Read aloud and signed question-response accommodations were often prevalent, used moreoften for mathematics than in reading assessments. Participants from mainstreamed settingsreported a more frequent use of accommodations than those in schools for the deaf ordistrictwide/school programs. In contrast, schools for the deaf were most likely to havestudents participate in alternate assessments. The top three alternate assessment formatsused across all settings were out-of-level testing, work samples, and portfolios. Usingthe  National Survey  results as a starting point, future research willneed to investigate the validity of accommodations used with students who are deaf or hardof hearing. In the context of the No Child Left Behind Act of 2001 accountabilitypolicies, the accommodations and alternate assessment formats used with students who aredeaf or hard of hearing may result in restrictions in how scores are integrated into stateaccountability frameworks.

National Survey of Accommodations and Alternate Assessments for Students Who Are Deaf or Hard of Hearing in the United States