DISABILITY SERVICES PROGRAM

Examples of Modified Testing Procedures

Hearing Impairments

1. Student may be given a written version of oral instructions by the examiner.
2. Oral or sign language interpreter may translate oral instruction and information. The interpreter DOES NOT interpret the meaning of written test questions.

Vision Impairment

1. Arrange for special edition of exam - on tape, individually read, large print, or braille.
2. Student may use electronic optical aids, such as a Visual-tek, which enlarge the print; or non-optical aids, such as an Opticon or a reading machine which changes the printed format to an auditory format.
3. Student may type or tape record answers.
4. Student may dictate answers to a proctor or a scribe.

Mobility Impairment

1. Arrange for exam to be given in an accessible location.
2. Allow a proctor to assist in the manipulation of test materials, marking exams, and writing as directed by the student.
3. Allow alternative methods for recording answers such as typing or taping.

Speech Impairments

1. Written exams substituted for oral presentations and exams.
2. Student may write his/her response for an oral presentation or exam and have it read by another person.
3. Student may use an auxiliary aid such as a word board or interpreter.

Psychological Disability

1. Administer the regular exam individually within the usual time limit.
2. Determine an alternative task to be completed so long as requirements and objectives are suitably met.
3. Refer student to the campus Disability Services Counselor to develop experience with various test formats.

Students With Learning Disabilities

A learning disability (LD) is any of a diverse group of conditions that interfere with a person's ability to take in, integrate, remember and express information. LD is a neurological disorder that impairs such functions as reading, writing, organization, memory, and mathematical computation

General Guidelines:

1. Allow alternative methods of recording answers such as taping, typing, or dictating.
2. Allow exam to be administered individually in a quiet environment.
3. Allow the use of extended time to complete exams.
4. Allow the use of a dictionary, a word-processor with a spell check function, and/or a calculator.
5. Allow the exam to be tape recorded or read directly to the student.

Auditory Processing: Some students experience difficulty integrating material presented orally, hindering their ability to follow the sequence and organization of a lecturer.

1. Provide the student with a clear class syllabus.
2. Outline class presentations and write out new terms and key points.
3. Repeat and summarize lecture material.
4. Paraphrase, give examples, or use illustrations to reinforce abstract concepts.

Reading: For some students, reading may be slow and deliberate and comprehension may be impaired, particularly when the quantity of reading is large. Comprehension and speed are often dramatically improved when the student is able to add auditory input.

1. Make required book lists available before the beginning of the semester.
2. Provide chapter outlines or study guides.
3. Read aloud material that is written on the board or on an overhead screen.

Complex Directions: For some students, memory or sequencing difficulties can impair the student's ability to quickly complete complex directions.

1. Keep oral instructions concise.
2. Repeat or re-word complicated material and instructions.

Note taking: Some students need alternative ways to take class notes because they cannot write effectively, assimilate, remember, and organize the material while listening to the lecture.

1. Allow the student to use a note taker in class.
2. Permit tape recording and make your notes available.

Class Participation: While many students with LD are highly articulate, some have severe difficulty talking, responding, or reading in front of groups.

Evaluation: A learning disability may affect the way a student should be evaluated. If so, an alternative approach may be needed.

1. Allow students to take the exam in a separate, quiet room.
2. Grant extensions of time on exams.
3. Avoid overly complicated language and clearly separate questions.
4. Permit the use of a dictionary, computer spell checker, or a proofreader.
5. Allow students to use a scribe, reader, word processor, or tape recorder.
6. Consider alternative exam designs. Essay vs Multiple Choice formats.
7. Consider alternative assignments that will serve the same purpose.

Sources:

• Reasonable Accommodations: A Faculty Guide to Teaching College Students with Disabilities. Professional Staff Congress, City University of New York.
• Measuring Student Progress in the Classroom. Higher Education and Adult Training for people with Handicaps. Washington, D.C.
  

Related Information: The Protection of Academic Standards | Classroom Accommodations | Samples of Classroom Accommodations

_________________________
Ron Vick, MA, LPC
Counselor / Academic Advisor
Int'l Student Advisor