Test Accommodations

Examples of some common test accommodations include extended time, testing alone or in a small group, use of adaptive equipment such as a computer or text enlarger, or alternative formats such as audio, braille or enlarged text. Less common accommodations might include an alternative test date or test format; these requests are often handled on a case by case basis.

• Extended time is recommended for a student whose performance is compromised by a physical or cognitive impairment that causes significantly slower reading, writing, recalling or organization of information.
• Testing alone or in a small group is recommended for students who have significant difficulty with concentration, or are highly distractible, or employ test strategies that might be distracting to those around them (e.g., read questions aloud). Some students with physical disabilities may need a separate room in order to lie down or stand up as a way to manage pain or muscular conditions.
• Adaptive equipment permits a student to read and/or respond to a standard test. Computers assist students with fine motor problems, organizational deficits or spelling weaknesses. Text enlargers enable students to independently read and answer test questions and view their responses.
• Alternative formats (e.g., audio, brailled or large print) are recommended for students with print impairments. This may include students with reading or visual disabilities.
• Alternative test dates: Students whose disabilities fluctuate (e.g., depression, chronic fatigue syndrome, diabetes, etc.) may request a test date change so that they are able to take the exam when interference from their condition is minimal. Students are expected to take exams within a reasonable amount of time from the original test date and to notify the instructor of this request in a timely manner.
• Alternative test format- Some students request an alternative test format; examples include an essay exam as a substitute for a multiple choice exam or a written paper as a substitute for an oral presentation.  Disability documentation that clearly identifies the need for this accommodation is necessary. Faculty may also be consulted regarding the intent of the test format. In some cases, altering the test format fundamentally alters the nature of the course and thus an accommodation is not appropriate.

The McBurney accommodations specialist provides recommendations regarding test accommodations; faculty may review the recommendations and offer alternatives. A faculty member may choose to offer more or different accommodations than those recommended by McBurney staff. In cases in which faculty elect to deny recommended accommodations, students may request assistance from McBurney staff and/or file an appeal or grievance.