Providing Accommodations on the GED Test

Abstract

Documented disabilities entitle an individual to appropriate accommodations on standardized tests. Under the Americans with Disabilities Act (ADA) of 1990 (and previously under Section 504 of the Rehabilitation Act of 1973), testing accommodations must be provided to all individuals with documented disabilities. It is the law of the land. After all, the purpose of standardized tests is to allow individuals to demonstrate their knowledge, skills, and abilities. The administration of the tests should not erect obstacles to such demonstrations. Accommodations for individuals with disabilities are not an advantage, but simply a mechanism designed to ensure that a test measures an individual's ability level. Whether taking employment exams or licensure tests, college admission tests or high school credential tests such as General Educational Development (GED) Tests, all qualified individuals deserve equal opportunity. The provisions of ADA require a testing entity to assume responsibility for administering tests in a place and in a manner that ensures the testing reflects an individual's aptitude, achievement level, or other factors the test is designed to measure. In order to measure an individual's true potential, the law requires that a test-taker with a disability be provided, when needed, with reasonable accommodations. The word reasonable, of course, is sufficiently ambiguous to differ from one assessment to another. But generally speaking, a reasonable accommodation is any modification or adjustment to testing that makes it possible for a qualified individual with a disability to take a test like anyone else without a disability. The GED Testing Service believes in the goal of a level playing field for all test-takers, and has worked for many years to support individuals with documented disabilities by promoting the use of and granting reasonable testing accommodations. Such a proactive stance is designed to provide a simple process for requesting accommodations to any individuals diagnosed with a disability, and to allow them to demonstrate their knowledge, skills and abilities. Providing a fair opportunity to every candidate who takes the GED Tests is crucial and essential. An individual with a diagnosed learning disability, for example, may have difficulty storing, processing or producing information. These difficulties can affect an individual in reading, writing, speaking, math, or when socializing. An individual with a physical disability, for example, may have difficulty sitting for long periods of time, reading normal-sized print or using paper and pencil. Therefore all individuals with documented disabilities should have the opportunity to utilize appropriate accommodations that will meet their needs. The ADA further mandates that testing accommodations must be individualized. Since no single type of test accommodation may be adequate or appropriate for all individuals with any given type of disability, every request is subject to a review process. A request for accommodations must have the needed documentation, and must be reviewed, before specific accommodations based on the individual's needs must be provided. In this regard, the GED Testing Service (GEDTS) resembles other testing entities by reviewing all accommodation requests on an individual basis, as needed and as required by law The GEDTS uses two forms to accomplish this: (1) Form L-15, used by individuals with Learning Disabilities and Attention Deficit Hyperactivity Disorder; and (2) Form SA-001, used by individuals with physical and emotional disabilities. These forms are worded in straightforward language, yet clearly designed to elicit the necessary professional documentation of a disability. Currently, the GED Testing Service accommodation approval process requires GED administrators to review all formal requests. In most cases, the administrator is able to quickly approve the request, allowing a candidate to take the GED Tests with the approved accommodations. …