Accommodating students with special education needs in PISA

This paper presents findings from a pilot study conducted in seven countries to assess the feasibility and perceived effectiveness of an accessible PISA form for students with moderate difficulties seeing, specific difficulties reading, and difficulties focusing and controlling behaviour. The pilot involved administering a one-hour test form that included adapted PISA Science items, accessibility tools, and flexible test scheduling with breaks. Data from log files, questionnaires, and focus groups were collected to examine student engagement, use and perception of the accommodations, and their perceived impact on performance. Results show that students were engaged and found the tools helpful — particularly the read-aloud and contrast features — with differences in tool use and perceived usefulness across needs. The study offers promising evidence that students with special education needs can meaningfully participate in PISA when appropriate accommodations are provided. The paper concludes with recommendations for their future implementation in PISA.