Measuring student progress in the classroom is an essential component of the educational process for all students. Not all students can be tested fairly under standard administration of regular testing procedures. Testing procedures must be adapted to ensure the measurement of a student's academic achievement, not the functional limitations caused by a student's disability .

A disability such as a hearing, learning, visual, motor, or speech impairment may interfere with the student's ability to deal with testing, instructions, materials, or the mode of response. An alternative testing method for students with disabilities will be a more accurate way to measure ability or achievement. To create a fair testing situation, students may need some or all of the following accommodations:

• extended testing time
• accessibility on campus
• readers
• note takers/scribes
• large print or braille copies of tests
• alternative format (oral, essay, multiple choice)
• quiet test environment
• Providing other services as needed.

In order to ensure fairness and equality, consistency is one of the most important factors when making academic accommodations. This ensures that the modifications do not give students with disabilities a competitive edge, but eliminates competitive disadvantage.

To ensure consistency, Services for Students with Disabilities (DSS) is the official designated office that verifies disabiling conditions and recommends academic accomodations. DSS professionals make recommendations based on medical or psychological documentation. This office will determine the appropriateness of test adaptation requests, verify exam procedures, and help facilitate accommodations. Faculty members are strongly encouraged to contact DSS for consultation and assistance.

DSS makes recommendations based on each student's individual situation. While recommendations are made, it is the shared responsibility between student and instructor to come to a mutual agreement on how reasonable accommodations will be made. Equity is enhanced by ensuring that such procedures are agreed upon early in the semester.

It is the student's responsibility to discuss his or her needs with the instructor. The professor can facilitate this exchange by extending an invitation to students to meet with him or her to discuss accommodation. This invitation can come in the form of a general announcement (on the syllabus or in class) indicating the instructor's willingness to provide accommodation.

Keep in mind that academic standards should not be compromised. All students must meet the required level of understanding and performance competencies for the course. You may need to modify the evaluation or testing method but content should not be changed

A student with a disability is being given no favor by "watering down" the course objectives for him or her. In fact, that would be a definite disservice. For example, an instructor who waives an exam or allows a student to "take home" a regular exam may be providing an inappropriate accommodation because he or she feels sorry for the student. Not only does this give a student with a disability an unfair advantage, it also prevents the student from making necessary educational choices based on true assessment of performance.

If, despite reasonably developed accommodations, the student does not pass the exam, remember that he or she, just like any other student, may not have mastered the course material. Students with disabilities have the same right as other students to fail as part of their educational experience.

There are situations in which a reasonable test accommodation dictates extended testing time so that the student can complete a test. For many students with disabilities, taking tests within the normal time will not result in a fair evaluation. Students are allowed up to double the regular testing time. For instance, students with dexterity problems are not able to write quickly; some, but not all, blind and visually impaired students will need tests read to them or can read their own test if they are prepared in braille. Braille tests take time to prepare and read. Students with psychological disabilities may experience severe test anxiety. Students with learning disabilities need extra time so that they can process information accurately and their knowledge can be measured fairly.

"This isn't fair to other students in the class. Everyone would do better if they had more time." While some faculty may believe this, extended testing time does not provide the student with a disability an advantage but it does minimize the impact of a disability on the student's performance. The University of California conducted a research study that indicated extended time makes a significant difference in the performance of students with disabilities but does not significantly improve the performance of non-disabled students. (M. Kay Runyon, Journal of Learning Disabilities, Vol. 24 (2) (Feb. 1991) pp. 104- 108.)

Services for Students with Disabilities will work with faculty members and students to establish what is a fair amount of time. Having the extended time will allay the fear of not being able to complete the test and the results will be a more equitable testing environment for the student.

If the accommodation requires the exam to be administered in a place other than the classroom, effort should be made to provide a setting which is equally conducive to concentration. Such a setting should be free from interruptions and distractions. Sensible and sensitive proctoring should be provided. A student should not be expected to cope with taking the exam in a busy office. Also, for some students, having an instructor administer the exam individually can be an intimidating experience and could put him or her at a disadvantage. It is important to discuss the student's preferences for testing accommodations.

Students whose disabilities require extended time to complete examinations are eligible to use Services for Students with Disabilities' seperate testing area. Students whose disabilities require a "distraction-free" testing environment or whose instructors choose to do so, may use the DSS seperate testing area. We proctor the examination according to the professor's instructions at the regularly scheduled time unless the student arranges otherwise. At the request of the professor, DSS will pick up the examination and return the completed examination to the professor's office or department secretary. It is the student's responsibility to be certain that a test is scheduled to be taken in the DSS office.