TESTING FOR SCHOOL-BASED OR TESTING ACCOMMODATIONS
We often get request from families who are confused or stressed about options for their children regarding Special Education (IEP or 504 plan) services or applying for accommodations during “high stakes” tests such as the SAT, ACT, GRE, LSAT, and MCAT. For some students, receiving accommodations such as extended time or frequent breaks can give them a better chance of reaching their academic potential. Advocating for your child in school requires the assistance of psychologists who are familiar with the process and will work tirelessly for your family. Common mistakes can jeopardize your student's chances of being granted accommodations they deserve.
The Americans with Disabilities Act (ADA) allows students with a qualifying learning disability diagnosis to receive special accommodations when taking an exam. The documentation is extensive and must show that the learning disorder significantly interferes with the ability to take the test under regular conditions. Under the ADA and Section 504 of the Rehabilitation Act of 1973, individuals with learning disabilities are guaranteed certain protections and rights to equal access to programs and services. In order to access these rights, an individual must present documentation indicating that the disability substantially limits some major life activity, including learning. Documentation requirements are provided in the interest of assuring that the learning disabilities documentation is appropriate to verify eligibility and to support requests for accommodations, academic adjustments, and/or auxiliary aids.
While proper documentation cannot guarantee a specific outcome, BASICS has a thorough understanding of the laws and process by which students can receive accommodations for their disability. Requirements for documentation are presented in four important areas: (1) qualifications of the evaluator; (2) recency of documentation; (3) appropriate clinical documentation to substantiate the disability; and (4) evidence to establish a rationale supporting the need for accommodations.
FAQs
What are accommodations?
Accommodations are alterations in the way tasks are presented or taken that allow the student with learning disabilities to complete the same assignments as other students. Accommodations do not give students an unfair advantage or change what a test measures. They do make it possible for students with LD to show what they know without being impeded by their disability.
How does a student receive accommodations?
Neuropsychological Testing is the most effective method of providing appropriate clinical documentation to substantiate a learning disability and support the need for accommodations within school, at college, or for High-Stakes testing such as the ACT, SAT or MCAT. Once a student has been formally evaluated and a learning disability has been documented, the student or parent may request accommodations. The Individuals with Disabilities Education Act states that a child's IEP (Individualized Education Program) team which both parent and child are a part of – must decide which accommodations are appropriate for him/her. Appropriate accommodations should be written into a student's IEP.
What else will I need to request testing accommodations?
Make sure that the student has a documented record of receiving, using, and benefiting from accommodations in the educational setting well before the test. Any accommodations that the student will request from the testing service should already be a documented aspect of that student's educational program (e.g. 504 plan or IEP).
Is it necessary to have an IEP or 504 plan? I don’t want my child labeled as “Special Ed”.
Don’t make the mistake of letting your high school students 'get by' with informal accommodations granted by helpful teachers. For example, a kind teacher that lets your child turn in his work late, or one that lets him finish tests during lunch because she knows he will do well if given more time. Some students beg their parents to let them avoid a 504 plan or IEP so they will not have to feel different from their peers. Of course, many parents give in and do things like spend hours helping with homework or hiring tutors to help the student along. This will hurt the student when he or she then applies for accommodations from a testing company, because there is no documentation of what the student had to do differently from her peers in order to succeed. Without a formal 504 plan, IEP, Disability Support Services record from a college, or private school education plan, there is no documented history of a need for accommodations. If the student has been successful without accommodations for all of his educational, why should the testing company believe that your child suddenly needs them a month or two prior to a 'high stakes' test?
When should I schedule psychological testing if I want to request accommodations?
Schedule your psychological testing well before the deadline indicated by the company administering the standardized test. Parents and students frequently make the mistake of calling to schedule a psychological evaluation a few weeks before the test date. Waiting until the last minute can ruin your chances of getting your request for accommodations approved. Companies like the Educational Testing Service review thousands of applications for disability accommodations. They specify on their websites how much time they need in advance to review each student's case. Do not miss their deadlines. Families should make their testing appointment months in advance of the application deadline to ensure having results on time. Remember too that you may end up going through an appeals process or having to get extra documentation if you are denied, so allow extra time for that as well.
What are some examples of accommodations my child may receive for High Stakes Testing? Some common accommodations students may receive include:
- Timing:
- Extended Time
- Breaks during Test that do not count against the time
- Presentation:
- Audio tape
- Large print
- Reduced items per page
- Provide a reader
- Present instructions orally
- Response:
- Allow for verbal responses
- Allow for answers to be dictated to a scribe
- Allow the use of a tape recorder to capture responses
- Permit responses to be given via computer
- Permit answers to be recorded directly into test booklet
- Setting:
- Administer a test in small group setting
- Administer a test in private room or alternative test site
- Provide preferential seating
- Provide special lighting or acoustics
- Provide a space with minimal distractions
- Test Scheduling
- Administer a test in several timed sessions or over several days
- Allow subtests to be taken in a different order
- Administer a test at a specific time of day
- Other
- Provide special test preparation
- Provide on-task/focusing prompts
- Provide any reasonable accommodation that a student needs that does not fit under the existing categories
Additional Resources: To learn more about ADA and IDEA, please check these websites:
- FAPE Law. 20 U.S.C. §1400(d)(1)(A) - http://www.law.cornell.edu/uscode/text/20/1400
- IDEA Law. 94-142 (IDEA) – http://idea.ed.gov/
- Council of Parent Attorneys and Advocates - http://www.copaa.org/
- The National Dissemination Center for Children with Disabilities - www.nichy.org
- The Council for Exceptional Children - www.cec.sped.org
- ETS Documentation Requirements - http://www.ets.org/disabilities/documentation