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ASHA- American Speech-Language-Hearing Association | ASHA

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The American Speech-Language-Hearing Association (ASHA) is the national professional, scientific, and credentialing association for 228,000 members and affiliates who are audiologists; speech-language pathologists; speech, language, and hearing scientists; audiology and speech-language pathology assistants; and students.

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The ASHA website's goal is to make communication a human right. To do this they created a community of professionals in speech-language pathology, and audiology primarily but also others related to the field. They also publish documents related to speech language and hearing. Overall, this website's purpose was to create a way for more people to be educated on these potential impairments.

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There are over 241,000 members

It was founded in 1925

They run six publications all related to the speech, language, and auditory fields

Nearly 1 in 12 children has suffered with a disorder in speech, language, or swallowing (American Speech-Language-Hearing Association, n.d.)

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This site was created for professionals in the Speech-language field or auditory field #1

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This site was created for professionals in the Speech-language field or auditory field #1

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LDA- Types of Learning Disabilities – Learning Disabilities Association of America

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Types of Learning Disabilities – Learning Disabilities Association of America

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Learning disabilities are due to genetic and/or neurobiological factors that alter brain functioning in a manner which affects one or more cognitive processes related to learning. These processing problems can interfere with learning basic skills such as reading, writing and/or math. They can also interfere with higher level skills such as organization, time planning, abstract reasoning, long or short term memory and attention. It is important to realize that learning disabilities can affect an individual’s life beyond academics and can impact relationships with family, friends and in the workplace.

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The LDA or Learning Disability Association of America aims to create opportunities so that all who are affected by learning disabilities have the ability to succeed. It also creates a community for the parents and teachers of those who have a learning disability. The LDA provides specific articles that give information on how to better support the individual with the learning disability.

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The LDA was created to provide personalized and evidence-based programs to support those with learning disabilities and inform those surrounding that individual

the LDA was created 1964 after the some parents of the children with learning disabilities pushed for their children to get the services they need

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The LDA was created for individuals with learning disabilities along with their parents, teachers, educators, and professionals related to the learning disability field

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Strategies for working with exceptional children #3

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Strategies for working with exceptional children #3

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Council for exceptional children- TEACHING Exceptional Children | Council for Exceptional Children

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TEACHING Exceptional Children (TEC) features research-to-practice information and materials for classroom use, as well as current issues in special education teaching and learning.

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Council for Exceptional Children Summary #3

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Council for Exceptional Children Summary #3

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The council for exceptional children provides information for those in the education field who work with individuals with disabilities. They advocate for those who are disabled or gifted. They promote research and promote diversity. Overall it is an incredible research based website that gives information on exceptional children and how to best create a learning environment.

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This website was created for educators that work with children with exceptionalities #3

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This website was created for educators that work with children with exceptionalities #3

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they aim to provide a quality education for individuals with disabilities

they hold a special education legislative summit

they also have a learning disability strategy summit

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Autism Research Institute- About Us - Autism Research Institute

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For more than 50 years, ARI has been at the forefront of autism research, working to pioneer biological investigations, educational outreach and networking.

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Summary of the Autism Research Institute #5 

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Summary of the Autism Research Institute #5 

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The autism research institute focuses mainly on understanding more about autism and how to help those with autism. They look further in depth on how they can improve the lives of those who live with autism. they provide research grants, educational resources and scientific think tanks.

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they provide free webinars for better education on autism

they have been an organization for over 60 years

they have support groups in 77 countries

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This website was created for clinicians and families

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CHADD- About - CHADD

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Mission: CHADD empowers people affected by ADHD by: providing evidence-based information; supporting individuals, their families, and professionals who assist them throughout their journeys; and advocating for equity, inclusion, and universal rights. Vision: A world that recognizes, incorporates, an…

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They provide evidence-based research to individuals with ADHD, their families, and professionals that may help them. They use a series of different resources based on who they are catering to so that everyone can get accurate and helpful information. They are trying to better support all whose lives have been impacted by ADHD.

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CHADD stands for Children and Adults with Attention-Deficit/Hyperactivity Disorder

They have created support groups for those who have ADHD and their support systems

They publish ADHD news every week

They also can provide information on where to get help

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CHADD was created for individuals and their support teams to learn more about ADHD and how to better live with it.

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ATIA: Assistive Technology Industry Association - What is AT? - Assistive Technology Industry Association

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What is AT? - Assistive Technology Industry Association

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Learn more about assistive technology: products, equipment, and systems that enhance learning, working, and daily living for persons with disabilities.

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The ATIA works on answering common questions about assistive technology. They discuss the difference between high- and low-tech options, how to figure out the right technology for the individual, and who pays for assistive technology. They are a website that aims to take the guesswork out. They want to provide individuals with accurate easy to understand information that educates the public.

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They want all who need assistive technology to receive the best products and services possible

They have webinars that provide information to educators and clinicians however they are also open to parents

Starting in 1999 the ATIA has held a conference to educate individuals on products and services

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The ATIA provides information to anyone who is looking for it. They mainly focus on educators and parents but educates in a way that allows anyone to access its information.

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NAD: National Association of the Deaf - NAD - National Association of the Deaf

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This page provides a wide range of information for deaf and hard of hearing people, their families, and friends. This page is also helpful for employers, businesses, and government agencies who need to provide equal opportunity and equal access for deaf or hard of hearing people.

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The NAD focuses on advocating for all individuals who suffer from hearing impairments or deafness. They want to make sure the rights of those who have these impairments are never infringed upon and that they have the access to needed information in the United States.

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they have been established since 1880

they not only promote the use of asl for communication however they also promote the use of asl to preserve deaf culture

they are creating an incredibly inclusive environment that promotes diversity to better represent the deaf community.

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the NDA was created for those in the deaf or hard of hearing community to protect their rights and culture

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AFB: American Foundation for the Blind - Blindness and Low Vision | American Foundation for the Blind

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Blindness or visual impairment can have a profound impact on your life, but you are still in control. We have an abundance of information to help you, whether you're visually impaired, losing vision, or know someone affected by vision loss. Explore these resources and discover how to continue living a healthy, productive life with vision loss.

Resources for Living With Vision Loss

A brief overview of conditions that are the cause of blindness or visual impairment.

VisionAware™, now stewarded by the American Printing House for the Blind, is a comprehensive resource for basic information about adjusting to vision loss, including tips for adapting your home and daily living. There's also extensive information and support for senior citizens who are losing vision, as well as their family members and caregivers.

Originally created by AFB and the National Association for Parents of Children with Visual Impairments, FamilyConnect® offers information and an interactive community for parents of children with visual impairments, with resources to help navigate infancy to the teenage years.

A round-up of issues related to technology for visually impaired and blind people, including AFB's acclaimed online technology magazine AccessWorld®, which offers objective reviews of mainstream and assistive technology products for people who are living with vision loss.

CareerConnect® is your guide to the working world as a blind or visually impaired person. Learn from the experts about exploring careers, conducting a job search, getting hired, and succeeding in the workplace.

An overview of braille and literacy, resources for finding braille publications, and the Braille Bug®, an interactive website for kids.

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Blindness or visual impairment can have a profound impact on your life, but you are still in control. We have an abundance of information to help you, whether you're visually impaired, losing vision, or know someone affected by vision loss. Explore these resources and discover how to continue living a healthy, productive life with vision loss.

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The goal of the AFB is to create equal opportunities and expand possibilities for those who have visual impairments. They focus on trying to make it possible for people to do as much as possible with their impairment.

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they were established in 1921

they want to open as many career options for those who are visually impaired as possible

they publish the Journal of Visual Impairments & Blindness

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They serve the visually impaired and blind community primarily but their information is also good for the families and those around blind people to learn about more accessibility.

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Physical Disability Australia - Blog – Physical Disability Australia

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Summary of Physical Disabilities Australia #9

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Summary of Physical Disabilities Australia #9

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They focus on making sure that every Australian with a physical disability can live to their full potential. Though if focuses on Australian legislature they also have resources and webinars that could be useful for many individuals.

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they are fully ran by individuals with physical disabilities

they were established in 1995

they were created to advocate for equal opportunities for physically disabled people in Australia

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the PDA was established for people with physical disabilities in Australia, however they do have webinars on topics like mental health that could be useful for people outside of Australia

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Davidson Institute - About Us - Davidson Institute

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After piloting a support program for 15 profoundly gifted youth and their families in 1999, former educational software entrepreneurs, the Davidsons, formally founded the Davidson Institute for Talent Development in the year 2000. Since the pilot program was launched in 1999, we have helped our nation's most gifted youth reach their highest potential. We strive to recognize and support these profoundly gifted students academically, socially and emotionally. Our vision is to ensure there are no limits to what our brightest youth can achieve.

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About Us A transformative experience for profoundly gifted youth and their families After piloting a support program for 15 profoundly gifted youth and

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The Davidson Institute focuses on giving gifted children the opportunity to be challenged and successful. They only accept individuals with an IQ and placement test in the 99th percentile.

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they provide scholarships to better educate gifted children

their curriculum is based on their abilities not their age group

they were founded in 1999

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They were created to better educate gifted individuals

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Educational Games | Education.com

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Discover engaging educational games designed for K-8 learners. Make learning fun with our diverse collection of math, reading, and other subject-specific games. Start playing for free today!

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This website has hundreds of free educational games that can be used for many different age ranges.

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these games are for grades preschool to 8th grade

they focus on math, reading, writing, and digital literacy

students can learn outside their grade level to better understand topics they may have missed and go further to explore new topics.

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They were created as a resource for parents, teachers, and students to further the learning process.

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Reading and Literacy Skills in Special Education #12 

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Reading and Literacy Skills in Special Education #12 

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National Center on Improving Literacy- Science of Reading | National Center on Improving Literacy

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Science of Reading | National Center on Improving Literacy

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Alphabetic Principle & Phonics information for parents and educators from The National Center on Improving Literacy (NCIL).

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Summary of National Center on Improving Literacy #12

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Summary of National Center on Improving Literacy #12

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This website focuses on improving the literacy rates for all students. They focus on providing free resources based on current research. They are funded by the U.S. Department of Education and they partner with Boston University's Wheelock College of Education and Development, Florida State University, and RMC research corporation to provide up to date literacy research.

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They focus on identifying and effectively teaching pre-K - 12th grade students with reading difficulties

they use the evidence based model provided by the ESSA

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They were created to provide support to families, caregivers, teachers, school leaders, district and state education agencies.

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U.S. Department of Education - Laws Impacting Special Education | U.S. Department of Education

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Information about how Federal laws protect children with disabilities and ensure they receive a free appropriate public education, including 504 plans, and assistive technology programs.

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Summary of the U.S. Department of Education #13

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Summary of the U.S. Department of Education #13

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This website provides information on many different education related topics but it also is a very important resource when it comes to federal special education policy.

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they provide information on section 504 plans and the IDEA

due to the current government shut down no new information is available

they try to set up a competitive educational environment to create well prepared students

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It was made for anyone exploring federal education policy primarily educators and parents interested in learning more.

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KIT- Kids Included Together

Our Story - Kids Included Together

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They focus on providing resources to teachers and staff to lower the stress of teaching students with all different ability levels. They work on teaching educators how to create a successful inclusive classroom.

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they are committed to inclusion, excellence, innovation, adaptability, and encouragement

they provide professional development

they have a blog that posts different topics related to inclusive classrooms once a month

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They were made to educate staff in the education field about effective inclusive practices.

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DEBH- Division for Emotional Behavioral Health

DEBH | Council for Children with Behavioral Disorders

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Council for Children with Behavioral Disorders

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Teacher Educators of Children with Behavior Disorders (TECBD) Conference

Teacher Educators of Children with Behavior Disorders (TECBD) Conference The annual Teacher Educators for Children with Behavior Disorders (TECBD) conference is the premier educational research conference for teacher educators working with children and youth with severe behavioral disorders. The 2022 TECBD Conference will be a hybrid event. The agenda will include workshops, strands, and general sessions delivered in a variety of formats.

In-person at the Tempe Mission Palms Hotel November 16-17

Virtually on November 18

DEBH Foundation & Awards 2024 Announcement

As educators and researchers, fall is a time to start thinking about the upcoming academic year. Is there a project you would like funding for? A professional development opportunity you would like to attend? Additional funds to help pay for your education? The DEBH Foundation & Awards has multiple grants and scholarships. See flyer and links for more information and submission.

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They want to advance the success of children and youth with behavioral/emotional health disorders and those who are at risk for them. They have many resources including a few publications on behaviors.

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they promote and publish research that improves policy

they provide professional development opportunities

advocating for individuals with emotional and behavioral disorders

they extend critical professional supports

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This website was primarily made for professionals and those creating policy. It also is a resource for teachers that work with behavioral and emotional disorders.

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United Courage NYS Children's Home and Community Based Services (HCBS)

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They focus on creating the least restrictive environment for children with complex medical needs, behavior disorders or developmental delays. They help families get the support they need to keep their children in the most integrated role possible.

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They are a New York State resource

They focus on the child and the potential outcomes

They work with care teams to get the best possible outcome for the child

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The HCBS was made for the families of children with complex medical needs or severe behavioral difficulties.

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Child Mind Institute- About Us - Child Mind Institute

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The Child Mind Institute is an independent, national nonprofit dedicated to transforming the lives of children and families struggling with mental health and learning disorders. Our teams work every day to deliver the highest standards of care, advance the science of the developing brain and empower parents, professionals and policymakers to support children when and where they need it most.

Of the 74.5 million children in the United States, an estimated 17.1 million have or have had a mental health disorder - more than the number of children with cancer, diabetes and AIDS combined. Half of all mental illness occurs before the age of 14, and 75 percent by the age of 24.

In spite of the magnitude of the problem, lack of awareness and entrenched stigma keep the majority of these young people from getting help. Children and adolescents struggling with these disorders are at risk for academic failure, substance abuse and a clash with the juvenile justice system - all of which come at a tremendous cost to them, their families and the community.
We are driven to create a brighter future for our children, and we make three commitments:

1. Give children and adolescents access to the best, most effective clinical care when and where they need it most.

2. Advance the science of the developing brain to improve diagnosis and treatment.

3. Provide useful, accurate information that empowers families and communities to get help.

Together with our supporters, we're helping children reach their full potential in school and in life. We share all of our resources freely and do not accept any funding from the pharmaceutical industry.

By using this site, you agree to our Terms of Use and Online Privacy Statement, which describes our use of cookies. By using this site without adjusting your settings, you agree to our use of cookies. Read More

Receive practical tips and strategies to better assist your students.

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Of the 74.5 million children in the United States, an estimated 17.1 million have or have had a mental health disorder - more than the number of children with cancer, diabetes and AIDS combined. Half of all mental illness occurs before the age of 14, and 75 percent by the age of 24.

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The child mind institute focus on all things regarding a child's mind. This website does have information and resources about intellectual disabilities but it also on children's mental health.

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They focus on seeing the whole child not just the good or bad

They believe in meeting children where they are

Their main focus is on the child's potential, what they can achieve with support

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This was made for anyone who is around a child with mental health issues or intellectual disabilities.

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Bilingual Learners in Special Education #18

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Bilingual Learners in Special Education #18

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Continental- About Us | K-12 Educational Book Publisher | Continental

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About Us | K-12 Educational Book Publisher | Continental

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We are a K-12 educational book publisher offering print and digital formats. Learn more about us and explore the products we have to offer.

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This website provides ELL resources to help teachers in multiple different subject areas including math, literacy, writing, and reading. Though this resource isn't made specifically for ESL or ELL students with special needs it does provide information and articles on teaching them.

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They have a blog

They line up with common core standards

The majority of their resources focus on Spanish to English learning

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This resource was made for teachers and educational professionals who work with ELL students.

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ADA- ADA Requirements: Testing Accommodations | ADA.gov

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Last updated:

Standardized examinations and other high-stakes tests are gateways to educational and employment opportunities. Whether seeking admission to a high school, college, or graduate program, or attempting to obtain a professional license or certification for a trade, it is difficult to achieve such goals without sitting for some kind of standardized exam or high-stakes test. While many testing entities have made efforts to ensure equal opportunity for individuals with disabilities, the Department continues to receive questions and complaints relating to excessive and burdensome documentation demands, failures to provide needed testing accommodations, and failures to respond to requests for testing accommodations in a timely manner.

The Americans with Disabilities Act (ADA) ensures that individuals with disabilities have the opportunity to fairly compete for and pursue such opportunities by requiring testing entities to offer exams in a manner accessible to persons with disabilities. When needed testing accommodations are provided, test-takers can demonstrate their true aptitude.

The Department of Justice (Department) published revised final regulations implementing the ADA for title II (State and local government services) and title III (public accommodations and commercial facilities) on September 15, 2010. These rules clarify and refine issues that have arisen over the past 20 years and contain new and updated requirements.

Overview

This publication provides technical assistance on testing accommodations for individuals with disabilities who take standardized exams and other high-stakes tests. It addresses the obligations of testing entities, which include private, state, or local government entities that offer exams related to applications, licensing, certification, or credentialing for secondary (high school), postsecondary (college and graduate school), professional (law, medicine, etc.), or trade (cosmetology, electrician, etc.) purposes. Who is entitled to testing accommodations, what types of testing accommodations must be provided, and what documentation may be required of the person requesting testing accommodations are also discussed.

What Kinds Of Tests Are Covered?

Exams administered by any private, state, or local government entity related to applications, licensing, certification, or credentialing for secondary or postsecondary education, professional, or trade purposes are covered by the ADA and testing accommodations, pursuant to the ADA, must be provided.

Examples of covered exams include:

High school equivalency exams (such as the GED);

High school entrance exams (such as the SSAT or ISEE);

College entrance exams (such as the SAT or ACT);

Exams for admission to professional schools (such as the LSAT or MCAT);

Admissions exams for graduate schools (such as the GRE or GMAT); and

Licensing exams for trade purposes (such as cosmetology) or professional purposes (such as bar exams or medical licensing exams, including clinical assessments).

What Are Testing Accommodations?
Testing accommodations are changes to the regular testing environment and auxiliary aids and services that allow individuals with disabilities to demonstrate their true aptitude or achievement level on standardized exams or other high-stakes tests.
Examples of the wide range of testing accommodations that may be required include:

Braille or large-print exam booklets;

Screen reading technology;

Scribes to transfer answers to Scantron bubble sheets or record dictated notes and essays;

Extended time;

Wheelchair-accessible testing stations;

Distraction-free rooms;

Physical prompts (such as for individuals with hearing impairments); and

Permission to bring and take medications during the exam (for example, for individuals with diabetes who must monitor their blood sugar and administer insulin).

Who Is Eligible To Receive Testing Accommodations?

Individuals with disabilities are eligible to receive necessary testing accommodations. Under the ADA, an individual with a disability is a person who has a physical or mental impairment that substantially limits a major life activity (such as seeing, hearing, learning, reading, concentrating, or thinking) or a major bodily function (such as the neurological, endocrine, or digestive system). The determination of whether an individual has a disability generally should not demand extensive analysis and must be made without regard to any positive effects of measures such as medication, medical supplies or equipment, low-vision devices (other than ordinary eyeglasses or contact lenses), prosthetics, hearing aids and cochlear implants, or mobility devices. However, negative effects, such as side effects of medication or burdens associated with following a particular treatment regimen, may be considered when determining whether an individual's impairment substantially limits a major life activity.

A substantial limitation of a major life activity may be based on the extent to which the impairment affects the condition, manner, or duration in which the individual performs the major life activity. To be "substantially limited" in a major life activity does not require that the person be unable to perform the activity. In determining whether an individual is substantially limited in a major life activity, it may be useful to consider, when compared to most people in the general population, the conditions under which the individual performs the activity or the manner in which the activity is performed. It may also be useful to consider the length of time an individual can perform a major life activity or the length of time it takes an individual to perform a major life activity, as compared to most people in the general population. For example:

The condition or manner under which an individual who has had a hand amputated performs manual tasks may be more cumbersome, or require more effort or time, than the way most people in the general population would perform the same tasks.

The condition or manner under which someone with coronary artery disease performs the major life activity of walking would be substantially limited if the individual experiences shortness of breath and fatigue when walking distances that most people could walk without experiencing such effects.

A person whose back or leg impairment precludes him or her from sitting for more than two hours without significant pain would be substantially limited in sitting, because most people can sit for more than two hours without significant pain.

A person with a history of academic success may still be a person with a disability who is entitled to testing accommodations under the ADA. A history of academic success does not mean that a person does not have a disability that requires testing accommodations. For example, someone with a learning disability may achieve a high level of academic success, but may nevertheless be substantially limited in one or more of the major life activities of reading, writing, speaking, or learning, because of the additional time or effort he or she must spend to read, write, speak, or learn compared to most people in the general population.

What Testing Accommodations Must Be Provided?

Testing entities must ensure that the test scores of individuals with disabilities accurately reflect the individual's aptitude or achievement level or whatever skill the exam or test is intended to measure. A testing entity must administer its exam so that it accurately reflects an individual's aptitude, achievement level, or the skill that the exam purports to measure, rather than the individual's impairment (except where the impaired skill is one the exam purports to measure).

Example: An individual may be entitled to the use of a basic calculator during exams as a testing accommodation. If the objective of the test is to measure one's ability to solve algebra equations, for example, and the ability to perform basic math computations (e.g., addition, subtraction, multiplication, and division), is secondary to the objective of the test, then a basic calculator may be an appropriate testing accommodation. If, however, the objective of the test is to measure the individual's understanding of, and ability to perform, math computations, then it likely would not be appropriate to permit a calculator as a testing accommodation.

What Kind Of Documentation Is Sufficient To Support A Request For Testing Accommodations?

All testing entities must adhere to the following principles regarding what may and may not be required when a person with a disability requests a testing accommodation.

Documentation. Any documentation if required by a testing entity in support of a request for testing accommodations must be reasonable and limited to the need for the requested testing accommodations. Requests for supporting documentation should be narrowly tailored to the information needed to determine the nature of the candidate's disability and his or her need for the requested testing accommodation. Appropriate documentation will vary depending on the nature of the disability and the specific testing accommodation requested.

Examples of types of documentation include:

Recommendations of qualified professionals;

Proof of past testing accommodations;

Observations by educators;

Results of psycho-educational or other professional evaluations;

An applicant's history of diagnosis; and

An applicant's statement of his or her history regarding testing accommodations.

Depending on the particular testing accommodation request and the nature of the disability, however, a testing entity may only need one or two of the above documents to determine the nature of the candidate's disability and his or her need for the requested testing accommodation. If so, a testing entity should generally limit its request for documentation to those one or two items and should generally evaluate the testing accommodation request based on those limited documents without requiring further documentation.

Past Testing Accommodations. Proof of past testing accommodations in similar test settings is generally sufficient to support a request for the same testing accommodations for a current standardized exam or other high-stakes test.

Past Testing Accommodations on Similar Standardized Exams or High-Stakes Tests. If a candidate requests the same testing accommodations he or she previously received on a similar standardized exam or high-stakes test, provides proof of having received the previous testing accommodations, and certifies his or her current need for the testing accommodations due to disability, then a testing entity should generally grant the same testing accommodations for the current standardized exam or high-stakes test without requesting further documentation from the candidate. So, for example, a person with a disability who receives a testing accommodation to sit for the SAT should generally get the same testing accommodation to take the GRE, LSAC, or MCAT.

Formal Public School Accommodations. If a candidate previously received testing accommodations under an Individualized Education Program (IEP)³ or a Section 504 Plan,⁴ he or she should generally receive the same testing accommodations for a current standardized exam or high-stakes test. If a candidate shows the receipt of testing accommodations in his or her most recent IEP or Section 504 Plan, and certifies his or her current need for the testing accommodations due to disability, then a testing entity should generally grant those same testing accommodations for the current standardized exam or high-stakes test without requesting further documentation from the candidate. This would include students with disabilities publicly-placed and funded in a private school under the IDEA or Section 504 placement procedures whose IEP or Section 504 Plan addresses needed testing accommodations.

Example. Where a student with a Section 504 Plan in place since middle school that includes the testing accommodations of extended time and a quiet room is seeking those same testing accommodations for a high-stakes test, and certifies that he or she still needs those testing accommodations, the testing entity receiving such documentation should generally grant the request.

Private School Testing Accommodations. If a candidate received testing accommodations in private school for similar tests under a formal policy, he or she should generally receive the same testing accommodations for a current standardized exam or high-stakes test. Testing accommodations are generally provided to a parentally-placed private school student with disabilities pursuant to a formal policy and are documented for that particular student. If a candidate shows a consistent history of having received testing accommodations for similar tests, and certifies his or her current need for the testing accommodations due to disability, then a testing entity should generally grant those same testing accommodations for the current standardized exam or high-stakes test without requesting further documentation from the candidate.

Example. A private school student received a large-print test and a scribe as testing accommodations on similar tests throughout high school pursuant to a formal, documented accommodation policy and plan. Where the student provides documentation of receiving these testing accommodations, and certifies that he or she still needs the testing accommodations due to disability, a testing entity should generally grant the candidate's request for the same testing accommodations without requesting further documentation.

First Time Requests or Informal Classroom Testing Accommodations. An absence of previous formal testing accommodations does not preclude a candidate from receiving testing accommodations. Candidates who are individuals with disabilities and have never previously received testing accommodations may also be entitled to receive them for a current standardized exam or high-stakes test. In the absence of documentation of prior testing accommodations, testing entities should consider the entirety of a candidate's history, including informal testing accommodations, to determine whether that history indicates a current need for testing accommodations.

Example. A high school senior is in a car accident that results in a severe concussion. The report from the treating specialist says that the student has post-concussion syndrome that may take up to a year to resolve, and that while his brain is healing he will need extended time and a quiet room when taking exams. Although the student has never previously received testing accommodations, he may nevertheless be entitled to the requested testing accommodations for standardized exams and high-stakes tests as long as the post-concussion syndrome persists.

Example. A student with a diagnosis of ADHD and an anxiety disorder received informal, undocumented testing accommodations throughout high school, including time to complete tests after school or at lunchtime. In support of a request for extended time on a standardized exam, the student provides documentation of her diagnoses and their effects on test-taking in the form of a doctor's letter; a statement explaining her history of informal classroom accommodations for the stated disabilities; and certifies that she still needs extended time due to her disabilities. Although the student has never previously received testing accommodations through an IEP, Section 504 Plan, or a formal private school policy, she may nevertheless be entitled to extended time for the standardized exam.

Qualified Professionals. Testing entities should defer to documentation from a qualified professional who has made an individualized assessment of the candidate that supports the need for the requested testing accommodations. Qualified professionals are licensed or otherwise properly credentialed and possess expertise in the disability for which modifications or accommodations are sought. Candidates who submit documentation (such as reports, evaluations, or letters) that is based on careful consideration of the candidate by a qualified professional should not be required by testing entities to submit additional documentation. A testing entity should generally accept such documentation and provide the recommended testing accommodation without further inquiry.

Reports from qualified professionals who have evaluated the candidate should take precedence over reports from testing entity reviewers who have never conducted the requisite assessment of the candidate for diagnosis and treatment. This is especially important for individuals with learning disabilities because face-to-face interaction is a critical component of an accurate evaluation, diagnosis, and determination of appropriate testing accommodations.

A qualified professional's decision not to provide results from a specific test or evaluation instrument should not preclude approval of a request for testing accommodations where the documentation provided by the candidate, in its entirety, demonstrates that the candidate has a disability and needs a requested testing accommodation. For example, if a candidate submits documentation from a qualified professional that demonstrates a consistent history of a reading disorder diagnosis and that recommends the candidate receive double time on standardized exams based on a personal evaluation of the candidate, a testing entity should provide the candidate with double time. This is true even if the qualified professional does not include every test or subtest score preferred by the testing entity in the psychoeducational or neuropsychological report.

How Quickly Should A Testing Entity Respond To A Request For Testing Accommodations?

A testing entity must respond in a timely manner to requests for testing accommodations so as to ensure equal opportunity for individuals with disabilities. Testing entities should ensure that their process for reviewing and approving testing accommodations responds in time for applicants to register and prepare for the test. In addition, the process should provide applicants with a reasonable opportunity to respond to any requests for additional information from the testing entity, and still be able to take the test in the same testing cycle. Failure by a testing entity to act in a timely manner, coupled with seeking unnecessary documentation, could result in such an extended delay that it constitutes a denial of equal opportunity or equal treatment in an examination setting for persons with disabilities.

Testing entities should report accommodated scores in the same way they report scores generally. Testing entities must not decline to report scores for test-takers with disabilities receiving accommodations under the ADA.

Flagging policies that impede individuals with disabilities from fairly competing for and pursuing educational and employment opportunities are prohibited by the ADA. "Flagging" is the policy of annotating test scores or otherwise reporting scores in a manner that indicates the exam was taken with a testing accommodation. Flagging announces to anyone receiving the exam scores that the test-taker has a disability and suggests that the scores are not valid or deserved. Flagging also discourages test-takers with disabilities from exercising their right to testing accommodations under the ADA for fear of discrimination. Flagging must not be used to circumvent the requirement that testing entities provide testing accommodations for persons with disabilities and ensure that the test results for persons with disabilities reflect their abilities, not their disabilities.
To view model testing accommodation practices and for more information about the ADA, please visit our website or call our toll-free number:
For persons with disabilities, this publication is available in alternate formats.

Duplication of this document is encouraged.

The Americans with Disabilities Act authorizes the Department of Justice (the Department) to provide technical assistance to individuals and entities that have rights or responsibilities under the Act. This document provides informal guidance to assist you in understanding the ADA and the Department's regulations.

This guidance document is not intended to be a final agency action, has no legally binding effect, and may be rescinded or modified in the Department's complete discretion, in accordance with applicable laws. The Department's guidance documents, including this guidance, do not establish legally enforceable responsibilities beyond what is required by the terms of the applicable statutes, regulations, or binding judicial precedent.

Originally issued:

Last updated:

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This document provides technical assistance on testing accommodations for individuals with disabilities who take standardized exams and other high-stakes tests.

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The ADA works with any American that has a disability. Though it is a broad resource it has information thoroughly explaining testing accommodations. The ADA also works with any age group not just children or students.

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When a search is done on testing accommodations on the ADA website there is a lot of information explaining exactly what is covered and how

If a student is receiving accommodations it gives the teacher or professional working with them a guide of what testing accommodations can look like

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The ADA was created to protect any American who has any disability. This means it was made as a resource for a wide variety of people with disabilities but also those who take care of or interact with them professionally.

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SENG- About Us – SENG

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This website was created to help support gifted and 2e students. They work on providing balance for these students mentally, emotionally, and intellectually.

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This organization was created in 1981 after the death of a gifted teenager

It provides resources for 2e and gifted individuals

They sponsor events regarding all things exceptional

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SENG was made to provide support to gifted and 2e students. This resource was made primarily for the families and educators in these students lives.