Wayne State College
Student Center, Rm. 103
1111 Main St.
Wayne, NE 68787
Examples of Modified Testing Procedures
- Student may be given a written version of oral instructions
by the examiner.
- Oral or sign language interpreter may translate oral
instruction and information. The interpreter DOES NOT
interpret the meaning of written test questions.
- Arrange for special edition of exam - on tape, individually
read, large print, or braille.
- 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.
- Student may type or tape record answers.
- Student may dictate answers to a proctor or a scribe.
- Arrange for exam to be given in an accessible location.
- Allow a proctor to assist in the manipulation of test
materials, marking exams, and writing as directed by the
- Allow alternative methods for recording answers such
as typing or taping.
- Written exams substituted for oral presentations and
- Student may write his/her response for an oral presentation
or exam and have it read by another person.
- Student may use an auxiliary aid such as a word board
- Administer the regular exam individually within the
usual time limit.
- Determine an alternative task to be completed so long
as requirements and objectives are suitably met.
- 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
- Allow alternative methods of recording answers such
as taping, typing, or dictating.
- Allow exam to be administered individually in a quiet
- Allow the use of extended time to complete exams.
- Allow the use of a dictionary, a word-processor with
a spell check function, and/or a calculator.
- 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.
- Provide the student with a clear class syllabus.
- Outline class presentations and write out new terms
and key points.
- Repeat and summarize lecture material.
- 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.
- Make required book lists available before the beginning
of the semester.
- Provide chapter outlines or study guides.
- 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.
- Keep oral instructions concise.
- 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
- Allow the student to use a note taker in class.
- 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
- Allow students to take the exam in a separate, quiet
- Grant extensions of time on exams.
- Avoid overly complicated language and clearly separate
- Permit the use of a dictionary, computer spell checker,
or a proofreader.
- Allow students to use a scribe, reader, word processor,
or tape recorder.
- Consider alternative exam designs. Essay vs Multiple
- Consider alternative assignments that will serve the
- 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.
Ron Vick, MA, LPC
Counselor / Academic Advisor
Int'l Student Advisor