American College Testing (ACT) Program and LDA/ADHD Dyslexia
By Earl S. Hishinuma and John S. Fremstad
(June ‘00 - Editor’s
Note: This article was published in 1996
by IDA. While the test dates and test
fees listed are no longer valid, much of the information in this article is. As such, the 2000-2001 test dates are listed
at the end of this article along with website addresses for reference.)
There
has been a steady increase in the number of college students with learning
disabilities (LDs) Attention-Deficit/Hyperactivity Disorder (ADHD). For many colleges, taking the American
College Testing (ACT) Program Test or Scholastic Assessment Test (SAT) is
required for application purposes.
Therefore, it is imperative that students with LD/ADHD be informed of
the options in taking the ACT or SAT under standardized and non-standardized
conditions. According to section 504 of
the Rehabilitation Act and the Americans with Disabilities Act (ADA),
appropriate test modifications must be provided to individuals with
disabilities. When students with LD are afforded accommodations, research has
demonstrated very positive gains in college-bound test results. For example, when a period of over 5.5 hours
of testing was utilized by students with LD, SAT Verbal scores increased by 84
points and SAT Mathematics performance was enhanced by 78 points (Centra,
1986). Such substantial gains have a
significant impact on whether a student is accepted into a particular college.
American College Testing (ACT) Program
The
Act is composed of four subtests: English, Mathematics, Reading, and Science
Reasoning. Five national tests are
provided: October 26, 1996; December 14,1996; February 8, 1997 (except New
York); April 12, 1997; and June 14, 1997.
A student who is LD/ADHD can take the ACT on a national test date if
this individual can be accommodated (e.g., with a sign-language interpreter,
wheelchair access) under standard time limits with a regular-print test
booklet. Such a student is required to
complete the regular to complete the regular registration form called 1996-97
Registering for the ACT Assessment. This pupil must also:
(a) explain the nature of the
disability;
(b) provide details that explain
why the student is requesting the accommodations;
(c) state clearly the
modification being requested; and
(d) give enough detail so that
ACT can make arrangements for the pupil.
If
a student is entitled to other special testing conditions (e.g., extended time,
large print, audiocassette version, reader), then he or she will not be allowed
to take the ACT with his or her peers on the national test dates at the
national sites. Instead of completing the 1996-97 Registering form, this
student must complete and return the 1996-97 Request for ACT Assessment
Special Testing.
According
to this latter ACT document, “Only students with current, documented disabilities
– professionally diagnosed as having physical, sensory, psychological/
mental, or learning disabilities – and who cannot test under standard
conditions are eligible for special testing” (p.1)
“Students...must
have been diagnosed by a qualified professional whose credentials are
appropriate to the disability (for example, ...learning disability specialist
or psychiatrist/ psychologist for learning disability)” (p.2). On the form, the student must specify the
exact type of LD (e.g., development reading disorder). Attention Deficit Disorder (ADD) falls under
the more general category of “Psychological/ Mental Disability.” In addition to providing information with
regard to the diagnosis (e.g. qualifications of the professional), the student
must state if an Individualized Education Plan (IEP) or Section 504 Plan is on
file at the school and if the document indicates the need for the
accommodations requested. “If the
original diagnosis of a learning disability or [Attention Deficit Disorder] ADD
was made prior to September 1993, there must be a reconfirmation within the
last three years. An IEP or 504 Plan on
file at the school within the last three school years is acceptable
reconfirmation if the original diagnosis...was made by a qualified professional...”
(p.2). It should noted that although
Section 504 suggests that reevaluations occur within a
a
three-year period, Section 504 and ADA do not dictate such a requirement.
Modifications
for students who are LD/ADHD may include large type, cassette with regular or
large type, and extended time. The most
common accommodations for students with LD or ADHD are audiocassette with
regular type and extended time. Given
that “...the supervisor is not to read the test to the student” (p, 2), the
audiocassette version of the English subtest is inadequate as a modification
because the speaker on the cassette pronounces each punctuation mark (e.g.,
says “period” for a “.”). First-hand
reports by students who are LD confirm the confusing nature of this accommodation.
Extended
time to complete ACT is a very common modification and the time duration of the
test is determined by the disability and other factors. Calculator use was a common testing
modification for the 1995-96 school year.
However, for the 1996-97 term, four-function, scientific, and graphing
calculators are allowed for the standard administration. This is a major change in ACT’s policies,
although “all problems on the Mathematics Test can be solved without use of a
calculator” (Registering for the ACT Assessment, p.3).
If
the accommodation being requested is not “currently” being provided in the
school setting, the student must “...attach a statement from an appropriate
member of the school staff or a qualified professional who has reviewed the
students file to:
1) state under what
circumstances accommodations would be provided;
2) explain why accommodations
should be allowed for the ACT Assessment; and
3) describe any assistance
provided for this student outside of school, if known” (p.5).
It
should be noted that questions #1 and #3 appear to be generally irrelevant to
the requirements of Section 504 and ADA.
“Special
testing may be administered at a time mutually convenient for the student and
supervisor on ANY day from September 1,1996 through June 30,1997, including ACT
national test dates... Testing should be done at the school... A minimum of
60 days must elapse between repeat testing via special or any other
non-national testing... Requests for special testing must be sent to ACT a
minimum of four weeks prior to your [the student’s] purposed test date (six
weeks preferred). Requests must be
postmarked no later than June 1, 1997” (p.1). “You [the student] must test upon
receipt of the materials or up to two weeks after the test date listed on the
Distribution Form” (p. 2). However, the
responsibility is placed on the student by ACT to find a test proctor. This
administrator must meet nine criteria including having experience in
measurement and not being engaged in ACT test preparations for students. Pupils
without disabilities are not required to secure a test proctor.
“A
limited supply of practice tests... large-type, or on cassette are available”
(p.3) via written requests to ACT. Test
results obtained under non-standard administration are “flagged” with the word
“special” appearing for “Type of Testing.” “ACT does not state the reasons nor
the accommodations provided” (p.3). The issue of flagging remains controversial
because ultimately, the flag informs the official receiving the test report
that the student in question has a disability.
This appears to be contrary to the spirit of Section 504 and ADA.
The
cost of the ACT is $19.00 per administration ($3 additional in Florida).
§ For regular registration
information, contact:
American College Testing,
Registration
P.O.
Box 414
Iowa
City, IA, 52243-0414
Tel: 319-337-1827
Fax: 319-339-3032
[It should be noted that ACT
will not mail out the regular registration forms to individuals;
instead, ACT will refer you to your local high school counselor.]
§ For information on
accommodations that can provided at national test centers, contact:
ACT
P.O. Box 168
Iowa City, IA, 52243-0168
Tel: 319-337-1510
§ For information on
non-standard testing conditions, contact:
ACT, Special Testing - 61,
Universal Testing,
P.O. Box 4028
Iowa City, IA, 52243-4028
Tel: 319-337-1332
Fax: 319-337-1285
Office Hours:
Monday - Friday,
8:30 am- 4:30 pm, Central
Time.
Scholastic Assessment
Test (SAT)
The
SAT I (Reasoning Test) is the core exam and is composed of two sections: Verbal
and Mathematics. Four-function, scientific, and graphing calculations are
allowed for standard administration. The
SAT II (Subject Tests) measure specific subject areas (e.g., writing). There are seven national test dates: October
12,1996; November 2, 1996; December 7,1996; January 25, 1997; March 15, 1997
(SAT I only); May 3, 1997; and June 7, 1997.
For special accommodations, two forms must be completed: 1996-97
Registration Bulletin for the SAT Program form and SAT Services for Students
with Disabilities, 1996-97 Testing Year: Eligibility Form for Plan A or Plan
B. According to the SAT Services
for Students with Disabilities, 1996-97 Testing Year: Information for Students
& Educators, qualification for special accommodations is dependent upon
the student meeting four criteria:
(a) “have a disability that
necessitates testing accommodations;
(b) “have documentation on file
at school (IEP, 504 Plan, or professional evaluation) that supports the need
for accommodations;
(c) “receive special accommodations
for school-based tests (course tests, exams, standardized tests); and
(d) “complete an eligibility
form.” (p.1)
The
first requirement is fulfilled by indicating on the Eligibility Form
that the student with LD is impaired with regard to “Learning.” For students
with ADHD, either “Physical” or “Other” would be appropriate.
The
second criterion can be addressed with a “currently active” Individualized
Education Plan (IEP), or “currently active evaluation by qualified professional
that states the diagnosis... (an evaluation ordinarily completed within the
past three years)” (Eligibility Form, p.3). “As a general rule, a
qualified professional is a person who is licensed or certified in a medical or
allied health discipline, and who can diagnose particular disabilities. For example, a clinical or educational
psychologist, neuropsychologist, or a learning disabilities specialist can
diagnose learning disabilities. Regular or special education teachers may
assist in providing documentation, but will not normally be considered
qualified professionals unless they are licensed or certified in an appropriate
discipline” (Information for Students & Educators, p.1). All documentation must indicate what types of
accommodations are legitimate, and “documentation must be on file at
your [the student’s] school” (Eligibility Form, p.3). However, the requirement that such a document
be on file at the school is not one of the stipulations of Section 504 or ADA.
For
the third criterion, “a student with a documented disability who does not
receive accommodations in school and has not previously received
accommodations on an SAT...may be eligible for testing
accommodations. To request an exception..., submit supporting documentation.
...A panel of qualified professionals will review the request”(Eligibility
Form, p.3). “Each request should
include an evaluation from a qualified professional. It must:
(a)
“state the specific disability...;
(b)
“provide complete educational, developmental, and relevant medical
history;
(c)
“describe the tests or techniques that were used..., including date(s)
of the evaluation, ...test results, and a description of the functional
limitations resulting form the disability
(d)
“establish the professional credentials of the evaluator, including
information about license or certification and area or specialization; and
(e)
“describe the special accommodations..., and ...why the disability
qualifies the student for such accommodations on an SAT...”
School
test coordinators may add comments that “...would help members of the review
panel to make recommendations” (Eligibility Form, p.3).
The
last criterion is routine and requires the student and school coordinator to
complete and return the Eligibility Form.
Two
different “plans” exist for accommodations.
For students who are LD/ADHD, Plan A allows extended time, large type,
cassette with regular or large type, reader’s script with regular or large
type, and large-block SAT answer sheet. These modifications are applicable to
the SAT I and most of the SAT II tests. The only modification allowed for Plan
B is a 90-minute, extended-time duration on the SAT I.
Plan
A tests can be taken within a 12-day period starting from the national test
dates, and these exams are typically administered at the student’s own school. “A student may register for either SAT I or
SAT II (one, two, or three Subject Tests) in one testing period” (Information
for Students & Educators, p.2).
For
Plan B, students can take the SAT I on any of the national test dates, which is
a change from the 1995-96 school year where students were allowed to take the
Plan B version on only two national test dates.
“A
student may register for either a standard or nonstandard administration
(but not both) in one testing period” (Information for Students &
Educators, p.3). Test results
obtained under Plan A or B will be flagged with the phrase “Nonstandard
Administration.” “This tells colleges
that the student tested under nonstandard conditions, but it does not indicate
why he or she did so” (Information for Students & Educators, p.
4). “ETS (Educational Testing Service)
reserves the right to cancel the score of any student who... received
inappropriate accommodations...” (Information for Students & Educators,
p. 4).
The
cost of the SAT is $21.50 and there is a different fee for the SAT II Tests.
§ For information on the
regular SAT registration, call: 609-771-7600.
§
For more information on SAT accommodations, contact:
SAT Services for Students with Disabilities
P.O. Box 6226
Princeton, NJ, 08541-6226
Tel: 609-771-7137
Fax: 609-771-7944
Office Hours:
Monday -
Friday,
8:00 am - 6:00 pm, Eastern Time
About
the Authors:
Earl
S. Hishinuma is the Director of Research Support, Native Hawaiian Mental Health
Research Development Program, Department of Psychiatry, John A. Burns School of
Medicine, University of Hawaii at Manoa, and an instructor for the School of
Social Work, University of Hawaii at Manoa, Honolulu, HI. He earned his Ph.D. from the Department of
Psychology at the University of Hawaii.
John
S. Fremstad is a political consultant with The Fremstad Group, Stevens Point,
WI. He is a former teacher,
psycho-educational diagnostician, and high school guidance counselor for a K-12
school for students who are gifted, learning disabled, and gifted learning
disabled. He earned his Master’s degree in Educational Psychology from the
University of Nebraska at Lincoln.
Reference:
Centra,
J. A., 1986. Handicapped Student
Performance on the Scholastic Aptitude Test. Journal of
Learning Disabilities, Vol. 19, pp. 324-327.
June ’00 - Editor’s Updates:
ACT – website: http://www.act.org
Accommodation for extended time only (1-1/2 times the allotted time) is available in October, 2000; December, 2000; and April, 2001. Call (319) 337-1851 for information.
No comments:
Post a Comment
thank you for your post dyslexiamylife.org
info@theglp.org