![]() ![]() Past Testing Accommodations on Similar Standardized Exams or High-Stakes Tests. Proof of past testing accommodations in similar test settings is generally sufficient to support a request for the same testing accommodations for a current standardized exam or other high-stakes test. An applicant’s statement of his or her history regarding testing accommodations. An applicant’s history of diagnosis and Results of psycho-educational or other professional evaluations Recommendations of qualified professionals Appropriate documentation will vary depending on the nature of the disability and the specific testing accommodation requested.Įxamples of types of documentation include: Requests for supporting documentation should be narrowly tailored to the information needed to determine the nature of the candidate’s disability and his or her need for the requested testing accommodation. Any documentation if required by a testing entity in support of a request for testing accommodations must be reasonable and limited to the need for the requested testing accommodations. If the objective of the test is to measure one’s ability to solve algebra equations, for example, and the ability to perform basic math computations (e.g., addition, subtraction, multiplication, and division), is secondary to the objective of the test, then a basic calculator may be an appropriate testing accommodation.”ĭocumentation. Example: An individual may be entitled to the use of a basic calculator during exams as a testing accommodation. A testing entity must administer its exam so that it accurately reflects an individual’s aptitude, achievement level, or the skill that the exam purports to measure, rather than the individual’s impairment (except where the impaired skill is one the exam purports to measure). Testing entities must ensure that the test scores of individuals with disabilities accurately reflect the individual’s aptitude or achievement level or whatever skill the exam or test is intended to measure. For example, someone with a learning disability may achieve a high level of academic success, but may nevertheless be substantially limited in one or more of the major life activities of reading, writing, speaking, or learning, because of the additional time or effort he or she must spend to read, write, speak, or learn compared to most people in the general population. A history of academic success does not mean that a person does not have a disability that requires testing accommodations. Licensing exams for trade purposes (such as cosmetology) or professional purposes (such as bar exams or medical licensing exams, including clinical assessments).Ī person with a history of academic success may still be a person with a disability who is entitled to testing accommodations under the ADA. Admissions exams for graduate schools (such as the GRE or GMAT) and Exams for admission to professional schools (such as the LSAT or MCAT) ![]() College entrance exams (such as the SAT or ACT) High school entrance exams (such as the SSAT or ISEE) High school equivalency exams (such as the GED) The regulations also address the problem with the College Board denying accommodations to students in graduate school and professionals and trades people for licensing exams and the GED. Students do not need be failing their classes. The new regulations also address the issue of gifted LD or twice exceptional students test accommodations should be provided so that tests accurately reflect aptitude or achievement levels. The new regulation guide and letter to school districts address problematic policies which have required students and their families to undergo repeated costly testing for documentation of dyslexia, dysgraphia,dyscalculia, and other LDs. ![]() – accommodations should be provided in a timely manner – individuals receiving accommodations should not be ‘flagged’ – students previously qualifying for accommodations should be provided with accommodations for college, graduate school (MCAT, LSAT), licensing, and trade examinations – students do not need to fail to be provided with accommodations – testing should reflect aptitude – reduced requirement to re-test if previously qualified for accommodations (prior and outside testing should be generally accepted) ![]() These clarifications are much needed and address: The regulations should be shared with ALL schools and workplaces when requesting accommodations. “These rules clarify and refine issues that have arisen over the past 20 years and contain new and updated requirements.” Direct link to the gov ADA update is HERE. The US Department of Justice just released final regulations regarding the implementation of the American for Disabilities Act.
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