Lovett and Lewandowski offer research-based guidelines for deciding when test accommodations are appropriate for a student with disabilities depending on the test being taken, the accommodations being considered, and the student s functional skills. Case studies apply the guidelines to specific scenarios. The authors also explain how laws and practices differ for K-12 accommodations versus postsecondary education and workplace accommodations, as well as how universal test design might lessen the need for test accommodations. Features include: Research-based guidelines for determining when test accommodations are appropriate for a student with disabilities; Discusses universal test design i.e., designing a test format for maximum accessibility as a way to minimize the need for accommodations; Discusses instructional accommodations, such as preferential seating (e.g., near the front of the room) and alterations to materials (e.g., access to class notes ahead of time).