Which adaptation supports testing for a student who cannot write or speak but understands?

• A. Show her how to administrate test so Sherry can indicate answers by head movement.
• B. Show her how to adapt test forms into large print versions that she can give to Sherry
• C. Show her how to administer the test to Sherry incorporating visual prompts in questions
• D. Show her how to incorporate verbal prompts using elsewhere into Sherry's test taking.

Answer: (A)

When a student understands the material but cannot write or speak, the key is to offer a way to express answers that does not require writing or talking. Letting her indicate her choices with a head movement provides a clear, observable signal that the tester can record and score. This keeps the test accessible by matching the student’s intact understanding with a feasible method to show her answers, without altering the content or difficulty of the items. Other adaptations, like making the test print larger or adding visual prompts to questions, help with viewing or comprehension but don’t address how the student will actually respond. Verbal prompts aren’t suitable because they rely on spoken output. So using a reliably interpretable head-movement signaling method directly supports testing for someone who understands but cannot write or speak.