Because of mandates found in Individuals with Disabilities Education Act (IDEA 2004, P.L 108-446) that specifically focus on assessment, most states have developed a set of policies that focus on types of accommodations that can be provided to students with disabilities. Students with visual impairments require a unique set of accommodations. Braille and large print have been consistently found to be among two most often identified specific accommodations that are allowed (Bolt & Thurlow, 2004; Christensen, Lazarus, Crone, & Thurlow, 2008). However, limited research has reviewed more specific assessment accommodations that may be needed by students with visual impairments, such as abacus, talking calculators, and scribes. The purpose of study presented here was to develop a better understanding of scope of available accommodations that can be provided to students with visual impairments on state-mandated assessments in Grades 3-12 across United States and of similarities and differences in accommodations provided within states. The research question asked what specific testing accommodations are available for students with visual impairments when taking state-mandated standardized assessments. METHODOLOGY An accommodation exists for purpose of providing a student with disabilities with access to academic materials, including a student who is taking a test (Allman, 2006). Accommodations are typically categorized as (1) timing or scheduling, (2) (3) setting, and (4) presentation (Allman, 2006). The researchers (the authors) accessed all 50 states' testing policy and procedures manuals via website of National Center for Educational Outcomes (), which maintains a database of links to each state. We created a specific list of accommodations based on literature and on best practices for education of children with visual impairments. We then reviewed each state's testing policy and procedures manual and noted if state specifically allowed accommodation using a dichotomous statement (yes or no). They also searched for a generic clause (that is, the escape clause) that allowed use of any accommodation based on individual needs of a student as documented in student's Individualized Education Program (IEP). To establish interrater reliability, 50% of states had at least two researchers review materials to ensure a level of agreement of over 95%. All data met established criteria of 95% agreement. The data were analyzed using Statistical Package for Social Sciences (SPSS) 18. FINDINGS The findings are summarized in Tables 1, 2, 3, and 4. Table 1 presents findings in relation to accommodations that focus on timing and scheduling, which can be summarized as any change in amount of time provided for a student or any change in when a student takes assessment that deviates from normal testing schedule. The five items in this category were all found in less than half states except for allowing multiple day of exam (56%). Of five items, four allow for extended testing time for various reasons. In reviewing data for these four items for each state, we found that 42 states (84%) list a specific accommodation that provides an extended amount of testing time for a student who is taking a test. Table 2 presents findings in reference to setting, which denotes a change in where an of an assessment takes place. Although there were only two items in this category, small group administration was found in 88% of states' policy manuals. Table 3 reflects findings in relation to response, which covers how answers are provided by a student. The most listed accommodation in this category was use of a scribe to record answers for student. The descriptions of this accommodation did not state whether scribe marks answers during or after examination, just that a scribe may be used. …