How To Get Study Guides For Tests

I have been asked this question several times how we got the following in our son’s IEP:

Provide parents with a complete study guide with answers at least 2 days before each test/quiz.


Well, 3 weeks before the IEP meeting I submitted a DRAFT IEP with the goals and objectives we wanted included in the IEP as well as the accommodations and modifications to our son’s case worker. She later contacted us saying that we could not receive study guides with answers 2 days before each test/quiz. We then wrote the following letter and sent it to her:


Dear _______,

The rationale for our request for the study guide is as follows: Students with Asperger Syndrome (AS) are often distracted because they do not know how to discern relevant from irrelevant stimuli. The student with AS often cannot discern what others deem relevant. When studying for tests the AS student does not innately know that memorizing such information is not necessary. Also, students with AS logically group items or characteristics so that they make sense to them. That is, they form a schema that is exact and often inflexible. Problems can present themselves when the student is reading for information. Generally, reading for information is a difficult task. Students with AS will most likely read to find specific information presented in a text study guide while ignoring and simply not processing in a meaningful way information that they were not responsible for. When the student is later tested on the text and given questions that were not in the study guide, he or she will most likely not answer those questions or answer them incorrectly, even if the information seems obvious to others (Asperger Syndrome: A Guide For Educators and Parents, Brenda Smith Myles, 1998, p. 45 and 46).

Therefore, providing a study guide that provides relevant information allows _____to work within his disability. Without an adequate study guide, _____ will most likely not be able to process the information in a meaningful way. This will be reflected in tests where given questions not specifically covered in the study guide will most likely not be answered or answered incorrectly. _____ will probably try rewording the question or just simply ramble on and on using words from the question.

_____ cannot discern relevant from irrelevant information and he would spend an inordinate amount of time concentrating on facts that he will not be tested on and are considered unimportant. Highlighted texts and study guides with answers that identify precisely which information _____ is responsible for would maximize his studying time.

We are more than willing to work within what the teachers provide assuming that the information is accurate and enough lead-time given so that _____ can be prepared adequately. However, we may not necessarily understand the material because it is being taught in the classroom.


Sincerely,




We also added the following goal and objectives to his IEP:

Goal: Student will complete study guides for tests and have teacher check it for accuracy.

-Given direct instruction/teaching, examples, demonstration/modeling, and practice on when and how to ask the teacher to check his study guide and to sign it, Student will ask the teacher to check his study guide to see if all information is correct and to sign it 2 days before all tests with 80% accuracy, given prompts (5 second wait) and praise that is gradually decreasing.

One month objective: 80% consistency, verbal prompts (example: your study guide needs to be checked, what needs to be checked so you can study for your test, etc.)

Six month objective: 80% consistency, manual signs/gestures or visual cues.

Full year objective: 80% consistency, independent performance/initiation.

Evaluation: Daily monitoring charts.



The IEP Team accepted our suggestions and it was written into our son’s IEP.