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They are meant to ameliorate the impact of the applicant’s disability without doing any of the following:  \n• Fundamentally altering the nature of the assessment or the ability of the assessment to determine whether the applicant possesses the essential skills and/or aptitudes that the assessment is designed to measure  \n• Imposing an undue burden on the school  \n• Compromising the security of the assessment  \n• Compromising the integrity, reliability, or validity of the assessment  \nDesigned to “level the playing field” for students with disabilities, accommodations are generally grouped into the following categories:  \n• Presentation (e.g., repeat directions, read aloud, use of larger bubbles on answer sheets, sign language interpretation)  \n• Response (e.g., mark answers in book, use reference aids, point, use of computer)  \n• Timing/Scheduling (e.g., extended time, frequent breaks)  \n• Setting (e.g., study carrel, special lighting, separate room)  \n• Assistive Technology/Modifications (e.g., calculators, magnifying aids, Braille forms)  \nREASONABLE ACCOMMODATION  \nReasonable accommodation has long been recognized as an essential component of the testing process. Additionally, it is legally mandated under the Americans with Disabilities Act (“ADA”) . While the ADA does not define reasonable accommodation, it provides a list of examples of what might constitute a reasonable accommodation. With respect to testing, the ADA requires that tests be given to people with impaired sensory or manual skills in a format and manner that minimizes the impact of any impaired skill on test results, unless the test is designed to measure that particular skill. Additionally, a major gist of the ADA is that reasonable accommodation is not effectively addressed by a general policy; rather accommodations are best addressed only on a case-by-case basis. Test taking accommodations must ensure fairness for test takers with or without a disability, and should be consistent with accommodations that a particular individual is granted throughout their academic career. Finally, an accommodation may be refused if it would fundamentally alter what the test measures.  \nPOLICY  \nStudents who believe they have a current and essential need for disability accommodations are responsible  \nfor requesting appropriate and reasonable accommodations and providing required, current documentation to the school department in charge of such requests, per individual school policy. Such requests must be made in advance of scheduled testing. Upon evaluation of the student’s documentation, the school will determine whether an accommodation or accommodations are warranted.  \nREASONABLE ACCOMMODATION AND WONDERLIC ASSESSMENTS  \nAs noted above, a student will ideally request an accommodation prior to the scheduled test date. This isnot always the case, so Wonderlic provides a specific script for proctors or Independent Test Administrators (ITAs) to begin the test session with that will allow a student with a disability to determine whether they should seek an accommodation. As a starting point, the test administrator should provide prospective students with a description of the test being given. Commonly employed language is as follows:  \n“You will be taking a paper and pencil test. Test items are included in a test booklet and you will need to record your answers to these items on an answer sheet by filling in bubbles. If you have a disability that would impact your ability to participate in the te","cbCaieeUN168Po0s","https://ap.wps.com/l/cbCaieeUN168Po0s","pdf",82352,"English","# Overview\n# Purpose\n# Reasonable Accommodation\n# Policy\n# Reasonable Accommodation and Wonderlic Assessments","[{\"question\":\"What makes a testing accommodation “reasonable” under this policy?\",\"answer\":\"Accommodations must provide equal access while avoiding fundamental changes to what the test measures, undue burden on the school, and threats to security or assessment validity and reliability.\"},{\"question\":\"What categories of accommodations are commonly grouped for students?\",\"answer\":\"They are grouped into presentation, response, timing/scheduling, setting, and assistive technology/modifications.\"},{\"question\":\"When must students request accommodations and what documentation is required?\",\"answer\":\"Requests must be made in advance of scheduled testing. After reviewing current documentation, the school determines whether accommodations are warranted, and documentation may include written determinations or records from appropriate agencies.\"}]","Reasonable Accommodation and Student Testing Policy - Overview, Purpose, Categories, and Documentation | PDF",1790327413]