Abstract
Minimum competency testing (MCT) programs have become a prominent, if not dominant force in contemporary public education. Provisions made for exceptional students in testing programs by most of the 39 states which have set minimum standards do not afford moderately and severely handicapped students an opportunity to demonstrate competence. The range of accommodation includes some testing programs that categorically exclude the handicapped from participation to others that require their participation with no alternations in testing whatsoever. Somewhere in between these extremes lies the provision of braille and large print editions, extra time, testing in brief segments, alternate-format booklets, individual administration, and readers for handicapped students. Another alternative exists as well: defining separate minimum standards for certain segments of the exceptional student population, standards which reflect the different expectations society and educators hold for many special education students a...
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