Policies regarding Testing Accommodations should include the following as appropriate to the setting:

1. Placement Testing


1. The student must self-identify. Some institutions have space on the testing form to do so. Other institutions include directions on how to register with DSS and receive accommodations in the letter notifying students of the placement testing.
2. Documentation should be required before placement testing is conducted. Some institutions allow students to receive accommodations for placement testing even though they have not provided documentation. In such cases, students should sign a statement stating that they understand that they must supply documentation by a specific date if they want to receive further accommodations.
3. Section 504 guidelines should be included in the information booklet about placement testing.
   
   
2. Academic Testing
1. A written accommodations letter must be available and held in a central location (e.g., the DSS Office and/or the Testing Center).
2. Test security must be maintained.
3. Students must notify the instructor at least one week in advance if they need special accommodations in order to take the examination. Ideally, they would meet with each of their instructors after they have received their syllabus in each class to plan their testing accommodations for the semester.
4. Each institution needs to have a policy that clarifies the responsibility of students, instructors, test center, and DSS personnel.
5. Many institutions have a Testing Center where students can receive testing accommodations; however, instructors and students have the right to test in the classroom as long as the accommodations are met.


3. Types of Accommodation
   
   
1. Extended time

The amount of extended time should be carefully considered on an individual basis. The decision as to how much time should be given for testing is subjective and should be supported by documentation in the DSS Office. Although documentation may say "untimed tests," generally untimed conditions are not used in a college setting. Most institutions use time and a half or double time when the amount of extra time is not specified in the documentation.

For students requiring a lot of extra time, a test may be given in sections. Any part of the test that is read or seen by the student must be completed in that session. For this reason it is advisable to give the test in parts if the testing area being used closes at a given hour.


2. Reduced Distraction Testing Environment

Although documentation may specify the need for testing to occur in a "distraction-free" area, colleges are required to provide a "reduced distraction" testing environment. It is ideal to have separate rooms near the testing facility that may be used as minimally distracting test areas. Students who use the Kurzweil scanner for tests, for example, benefit from having separate rooms. However, many institutions do not have this kind of space and must use a quiet space that is available. Other options include wearing earphones or facing a wall.

Students should remind instructors or the Testing Center that they will need a minimally distracting area at least one week in advance of each test.


3. Auxiliary Aids

Computers should be available for students who need to use a word processing program for writing and editing during testing.

The Testing Center should supply calculators and discs for student use to be sure that they are empty of information.

Students must notify appropriate personnel in advance of each examination if they need these types of accommodations.

4. Alternate Formats

Documentation must clearly specify the need to provide an alternative format for testing. One way to alter the format of an examination is to break it down into parts so that the student may take it over a period of time. Other alternative formats include oral administration, increased frequency of exams, or multiple-choice questions in lieu of an essay.

Implementation of this accommodation should be determined on a case -by-case basis as the student is expected to meet the standards and essential requirements of the course. DSS, students and instructors must work cooperatively to determine the appropriate examination format for each course.


5. Personnel

Most institutions use interpreters, readers, scribes, and note-takers. These services may be performed on a salaried, contractual or voluntary basis.

Personnel should have at least minimal qualifications with regard to the subject area in which they are working so that they can fluently read or write the examinations or take notes accurately. Interpreters are professionals and are trained in their field. However, readers, scribes and note-takers, will likely need training to adequately perform their duties and maintain confidentiality.

Training in monitoring reading pace, test security, and inadvertent cuing may be given to personnel who administer exams.