DO-IT - Test Taking

Supporting Neurodivergent Learners on Campus

lymeg000 — Mon, 24 Mar 2025 17:45:58 +0000

High School and College students, as well as staff at higher education institutions, share perspectives about effective teaching strategies for neurodivergent learners.

Year:

2024

Supporting Neurodivergent Learners on Campus

Featured:

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What you should know about Your Students with Disabilities

wendy479 — Tue, 25 Feb 2025 22:44:29 +0000

Students share information about what the wish their faculty knew about students with disabilities.

Project:

AccessComputing

Year:

2024

What you should know about Your Students with Disabilities

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How to Reduce Test Anxiety for College Students

eol — Fri, 17 Sep 2021 02:18:10 +0000

How to Reduce Test Anxiety for College Students

This article identifies common sources of stress; how to reduce test anxiety before, during, and after taking a test; and the effects of stress and anxiety.

Academic Activity:

Test Taking

Accommodation Resources: Test Taking

kcl — Wed, 09 Jul 2014 22:14:31 +0000

Equal Access: Universal Design of Instruction

daniel — Tue, 24 Jun 2014 21:02:36 +0000

The application of universal design strategies can make instruction in a classroom, online, or in a tutoring center accessible to all students.

Project:

AccessCyberlearning

AccessISL

ITEST NNL

Year:

2015, 2006

http://www.washington.edu/doit/videos/index.php?vid=13

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Lists:

Veteran Resource

Educational Testing Service (ETS)

daniel — Tue, 17 Jun 2014 18:53:05 +0000

ETS (Educational Testing Service)

View resources for test takers with disabilities, including guidelines for test readers and scribes, and how ETS works to improve accessibility.

Academic Activity:

Test Taking

California Community Colleges Accessibility Center

daniel — Tue, 17 Jun 2014 18:49:16 +0000

California Community Colleges Accessibility Center

Sets forth guidelines for colleges to use in responding to requests for materials in alternate media.

Academic Activity:

Test Taking

Binghamton University Testing Accommodation Webpage

daniel — Tue, 17 Jun 2014 18:44:48 +0000

Binghamton University Testing Accommodation Webpage

An example of policies and procedures for students and faculty as well as some examples of testing accommodations

Academic Activity:

Test Taking

An Accommodation Model

teasler3 — Mon, 07 Apr 2014 23:42:28 +0000

Accommodation-Model.pdf

An approach for addressing needs of individuals with disabilities

The Americans with Disabilities Act of 1990, its amendments, and other federal and state legislation require that schools make programs accessible to students with disabilities. Disability-related accommodations are unique to each individual. With appropriate accommodations, students with disabilities can be challenged to reach the same high academicstandards set for students without disabilities. DO-IT's Accommodation Model and Student Abilities Profile are tools that can help teachers work with students to create an optimum learning environment.

The Process

It is helpful to have a process to follow when determining appropriate accommodations for students with disabilities. DO-IT has developed a model process and a Student Abilities Profile form for creating effective accommodations.

The Accommodation Model can be used by any instructor and is composed of the following four steps (Burgstahler, 2006, pp. 49-50; Burgstahler & Nourse, 1998, pp. 65-66).

Step #1: What does the task or assignment require?

Break down all of the components of the experiment, assignment, or exercise. As an educator, you are usually focused on the overall outcome of the project. To accommodate a student with a disability it's important to think about the specific settings, tools, skills, and tasks that are required at each step. By analyzing and evaluating the task thoroughly, you will be able to determine how best to fully and effectively include a student with a specific disability.

Step #2: What physical, sensory, and cognitive skills are needed?

Match the tasks required to the physical, sensory, and cognitive skills needed to successfully complete the project. It is easy to say, "If I had a physical, sensory, or cognitive disability I would not be able to complete this assignment," without really determining what skills are needed for specific aspects of the project. We need to separate the real requirements of a specific task from the fictional or perceived requirements of the overall project. It is impossible to place yourself in the shoes of the student with a disability. They may have learned many ways to solve a specific problem or task and work around the limitations imposed by the disability.

Step #3: What components of the task require accommodation?

Once the task has been analyzed and the skills needed are identified, determine what accommodations may be required or how the learning experience might be altered to make it more accessible. Determine the level of difficulty of the project and determine how best to make an accommodation to create an inclusive environment for a student with a disability. It is very important to consult with the student, to determine what they perceive as aspects of a project that they may need an accommodation or assistance.

Step #4: What accommodation options exist?

Now that the tasks that need accommodation have been determined, identify what resources exist for providing the needed accommodation(s). The student may have some good ideas. However, this is a time when other staff and professionals may have expertise in specific areas and be called on to provide input. In some cases, having students work in groups where each person is assigned a task that they have the ability to complete, provides a reasonable alternative.

The Student Abilities Profile

The Student Abilities Profile form is designed to help you determine a student's abilities and break down the individual components of an assignment. The form asks you to briefly describe the student; the classroom or laboratory environment; equipment or supplies needed; physical, sensory, and cognitive skills needed for the task; possible accommodations; and available professional and external resources. Examples of completed forms for specific students can be found at the DO-IT Student Ability Profile page.

Student Abilities Profile

Narrative Regarding Student and Accommodation Issues:

Task/Assignment:

Equipment: (lab equipment, computer, manipulatives)

Environment: (fumes, odors, dust, temperature, noise, group work)

Physical Challenges

Accommodations Needed

Options and Resources

Sensory Challenges

Accommodations Needed

Options and Resources

Cognitive Challenges

Accommodations Needed

Options and Resources

Physical, Sensory, & Cognitive Issues and Challenges

Physical Issues

Think of the required physical aspects of the task. What will make the environment accessible, keep the student safe and allow them to be an active participant? What equipment must be manipulated?

Physical Challenges

lift / carry
stamina / endurance
push / pull
knee / squat
reach
repetitive tasks
fine motor: pinch / grasp
fine motor: manipulate / maneuver
gross motor
sit in chair
walk / stand
balance
bend / twist
stoop / crouch
other

Sensory Issues

Think of room temperature, noise, fumes, dust, odors, and allergies. Also consider the ability to speak and/or communicate, and the visual aspects of the task or assignment.

Sensory Challenges

vision
hearing
touch
smell
taste
oral communication
temperature
fumes
external stimuli
lighting
other

Cognitive Issues

What memory and communication skills are needed? What is the level of complexity of the task.

Cognitive Challenges

short term memory
long term memory
task complexity
reading
writing
spelling
string of numbers (math)
paying attention
visual, auditory, or kinesthetic learner.
self-esteem / advocacy issues
behavior issues / acting out
other

Universal Design

Building accessibility features into an environment or service, such as a science or math class, can make it more usable by all students. For example, having one workstation in a science lab that is adjustable in height makes the space accessible to future students who might use wheelchairs, or be large or small in stature. More information about and examples of universal design can be found at the Applications of Universal Design web page.

One Science Teacher's Experiences with the Accommodation Model andStudent Abilities Profile

So what do l do when a student with a disability actually walks or rolls through the doorway? I use DO-IT's Accommodation Model andStudent Abilities Profile. I take time at the beginning of the year to sit down with the student and the student's special education teacher. This meeting is well worth the effort.

I consult with the expert, the student, when filling out the Profile. Some of the accommodations that the student and I discuss may be as simple as photocopying lecture notes, creating a lap desk for a student who uses a wheelchair to allow them to use a microscope, providing access to safety equipment, or having handouts enlarged. Using this method, I am better able to understand how the student learns best and what specific accommodations will be most effective.

Following is an example of how I used the Accommodation Model and Student Abilities Profile with a student named Alice, who has Attention-Deficit/Hyperactivity Disorder (AD/HD). The specific task is alloying zinc and copper. Notes on the four questions presented in theAccommodation Model are provided below (Burgstahler, 2006, pp. 52-53; Burgstahler & Nourse, 1998, p. 96-98).

Step 1: The task requires the ability to:

use small letters
follow directions
follow safety procedures
use a scale
use a hot plate
use a Bunsen burner
write observations

Step 2: The physical, sensory, and cognitive skills needed for the task include the following:

Physical challenges:

fine motor grasp/manipulation
sitting
walking/standing

Sensory challenges:

vision
touch
smell

Cognitive challenges:

complex thinking
reading
writing
attention span
behavior that ensures safety

Step 3: Components of the task that require accommodation for Alice include the following:

Physical:

Alice needs no physical accommodations.

Sensory:

There will need to be some accommodations for sensory issues, such as dimming lights, limiting external stimulation, and sitting next to quieter students.

Cognitive:

Alice will need accommodations to help breakdown complex tasks and focus on the activities.

Step 4: Accommodation options include the following:

I will make sure that Alice is near me when I explain directions.
If the lab is set up in advance, I will not put the items in front of Alice because she will play with the equipment rather than pay attention.
I will make sure she has a responsible partner for the lab and give her the directions two or three steps at a time. When she finishes a set of steps, she can have the next set. This way I know she is following the directions and not jumping around just to get done. It also means that she is checking in with me even if I can't check on her every ten minutes.
When the students begin to work, I will check with Alice and make sure she has heard all of the safety issues before starting.
Every time Alice does a good job in the lab, I will make sure to tell her.

These notes can be used while completing the Student Abilities Profile for Alice. Her form, along with more examples of Student Abilities Profiles created by DO-IT staff and collaborators (Burgstahler, 2006, pp.55-80; Burgstahler & Nourse, pp. 69-94). The completed Student Abilities Profile provides a record with a focus on what the student's abilities are and what they may need assistance with. It can be kept in the student's file and used for reference throughout the year to make sure that the student participates to the fullest extent possible in all activities.

References

The content of this handout has been replicated in other DO-IT publications that include the following:

Burgstahler, S. (Ed.) (2006). Making math, science, and technology instruction accessible to students with disabilities. Seattle: DO-IT, �r��. www.washington.edu/doit/making-math-science-and-technology-instruction-accessible-students-disabilities.

Burgstahler, S. & Nourse, S. (Eds.) (1998). Accommodating students with disabilities in math and science classes. Seattle: DO-IT, �r��.

Additional Resources

More examples of accommodations for students with disabilities can be found in the DO-IT publications. These include:

For information on a proactive approach to serving students with disabilities, consult The Center for Universal Design in Education.

About DO-IT

DO-IT (Disabilities, Opportunities, Internetworking, and Technology) serves to increase the successful participation of individuals with disabilities in challenging academic programs such as those in science, engineering, mathematics, and technology. Primary funding for DO-IT is provided by the National Science Foundation, the State of Washington, and the U.S. Department of Education. DO-IT is a collaboration of UW Information Technology and the Colleges of Engineering and Education at the �r��.

Grants and gifts fund DO-IT publications, videos, and programs to support the academic and career success of people with disabilities. Contribute today by sending a check to DO-IT, Box 354842, �r��, Seattle, WA 98195-4842.

Your gift is tax deductible as specified in IRS regulations. Pursuant to RCW 19.09, the �r�� is registered as a charitable organization with the Secretary of State, state of Washington. For more information call the Office of the Secretary of State, 1-800-322-4483.

To order free publications or newsletters use the DO-IT Publications Order Form; to order videos and training materials use the Videos, Books and Comprehensive Training Materials Order Form.

For further information, to be placed on the DO-IT mailing list, request materials in an alternate format, or to make comments or suggestions about DO-IT publications or web pages contact:

DO-IT
�r��
Box 354842
Seattle, WA 98195-4842
doit@uw.edu
www.uw.edu/doit/
206-685-DOIT (3648) (voice/TTY)
888-972-DOIT (3648) (voice/TTY)
206-221-4171 (fax)
509-328-9331 (voice/TTY) Spokane

Founder and Director: Sheryl Burgstahler, Ph.D.

DO-IT Funding and Partners

Acknowledgment

Creation of these materials was funded by the Dwight D. Eisenhower Professional Development Program through the Washington State Office of the Superintendent of Public Instruction (Grant #GR-91915) and the National Science Foundation (Grant #CNS-0540615, #9800324, #9950003). Any questions, findings, and conclusions or recommendations expressed in this material are those of the author and do not necessarily reflect the views of the federal government.

Academic Accommodations for Students with Psychiatric Disabilities

teasler3 — Mon, 07 Apr 2014 22:01:25 +0000

Academic-Accommodations-Psychiatric-Disabilities.pdf

By:

Alfred Souma, Nancy Rickerson, and Sheryl Burgstahler

Achieving equal access through accommodations and universal design

Tens of thousands of students enrolled in American postsecondary institutions report having a mental illness. Recent increases in the size of this group are due in part to improved medications that result in symptoms mild enough for them to enjoy the benefits and meet the challenges of postsecondary education. Students with psychiatric disabilities are entitled to reasonable academic accommodations as provided by the American Disabilities Act (ADA) of 1990 and 2008 amendments. Providing effective accommodations allows students equal access to academic courses and activities. The presence of students with disabilities also contributes to the diversity of the student population.

What is a Mental Illness?

"Mental illness" refers to the collection of all diagnosable mental disorders causing severe disturbances in thinking, feeling, relating, and functional behaviors. It can result in a substantially diminished capacity to cope with the demands of daily life.

A mental illness is a hidden disability; it is rarely apparent to others. However, students with mental illness may experience symptoms that interfere with their educational goals and that create a "psychiatric disability." These symptoms may include, yet are not limited to:

heightened anxieties, fears, suspicions, or blaming others
marked personality change over time
confused or disorganized thinking; strange or grandiose ideas
difficulty concentrating, making decisions, or remembering things
extreme highs or lows in mood
denial of obvious problems and a strong resistance to offers of help
thinking or talking about suicide

Psychiatric Diagnoses

A student with a mental illness may have one or more of the following psychiatric diagnoses (American Psychiatric Association, 1994).

Depression. This is a mood disorder that can begin at any age. Major depression may be characterized by a depressed mood most of each day, a lack of pleasure in previously enjoyed activities, thoughts of suicide, insomnia, and consistent feelings of worthlessness or guilt.

Bipolar affective disorder (BAD, previously called manic depressive disorder). BAD is a mood disorder with revolving periods of mania and depression. In the manic phase, a person might experience inflated self-esteem, high work and creative productivity, and decreased need to sleep. In the depressed phase, the person would experience the symptoms of depression (see above).

Borderline personality disorder (BPD). BPD is a personality disorder which includes both mood disorder and thought disorder symptoms. This diagnosis has both biological and environmental determinants. Individuals diagnosed with BPD may have experienced childhood abuse and family dysfunction. They may experience mood fluctuations, insecurities and mistrust, distortion of perceptions, dissociations, difficulty with interpersonal relationships, and limited coping skills.

Schizophrenia. This is a mental disorder that can cause a person to experience difficulty with activities of daily living and possibly delusions, hallucinations, and paranoia. Schizophrenic individuals typically demonstrate concrete thought processing and appreciate structure and routines.

Anxiety disorders. These are mood disorders in which the individual responds to thoughts, situations, environments, or people with fear and anxiety. Anxiety symptoms can disrupt a person's ability to concentrate and focus on tasks at hand. Symptoms may be in response to real or imagined fears. Specific anxiety disorders include generalized anxiety disorder, obsessive-compulsive disorder (OCD), panic disorder, social and specific phobias, and post-traumatic stress disorder (PTSD).

Functional Limitations

The following functional limitations related to psychiatric disabilities may affect academic performance and may require accommodations (Center for Psychiatric Rehabilitation, 1997).

Difficulty with medication side effects: side-effects of psychiatric medications that affect academic performance include drowsiness, fatigue, dry mouth and thirst, blurred vision, hand tremors, slowed response time, and difficulty initiating interpersonal contact.
Screening out environmental stimuli: an inability to block out sounds, sights, or odors that interfere with focusing on tasks. Limited ability to tolerate noise and crowds.
Sustaining concentration: restlessness, shortened attention span, distraction, and difficulty understanding or remembering verbal directions.
Maintaining stamina: difficulty sustaining enough energy to spend a whole day on campus attending classes; combating drowsiness due to medications.
Handling time pressures and multiple tasks: difficulty managing assignments, prioritizing tasks, and meeting deadlines. Inability to participate in multi-task work.
Interacting with others: difficulty getting along, fitting in, contributing to group work, and reading social cues.
Fear of authority figures: difficulty approaching instructors or TAs.
Responding to negative feedback: difficulty understanding and correctly interpreting criticism or poor grades. May not be able to separate person from task (personalization or defensiveness due to low self-esteem).
Responding to change: difficulty coping with unexpected changes in coursework, such as changes in the assignments, due dates or instructors. Limited ability to tolerate interruptions.
Severe test anxiety: the individual is rendered emotionally and physically unable to take an exam.

Instructional Strategies

Students with a history of psychiatric disabilities can be intelligent, sensitive, creative, and interesting. You can employ strategies that will promote their success in your class. For example:

Address a variety of learning styles (e.g. auditory, visual, kinesthetic, experiential, or a combination of styles).
Incorporate experiential learning activities.
Be prepared to set behavioral expectations for all students in your class.
Embrace diversity to include people with psychiatric disabilities.

Accommodations

Some students with mental illness may require accommodations to allow them equal access to classes, programs, and coursework. An accommodation is the removal of a barrier to full participation and learning. The emphasis is on access, not outcome. This is done by providing the student with a disability equal access to the content and activities of a course, but not necessarily assuring their success.

Each student with a disability is encouraged to register with the office that supports students with disabilities in order to receive accommodations. Personnel from this office typically send instructors a letter documenting specific accommodations required for the student with the disability. It is the responsibility of the instructor to provide the accommodations. It is the student's responsibility to fulfill the academic requirements of the course. The best solutions result when the instructor, student, and disability support service professional work cooperatively. Meeting as a group may facilitate problem-solving alternatives. Respecting the privacy of the student by not discussing his or her disability or accommodations with others outside of this meeting is essential. Review accommodations periodically with the student to assess effectiveness and adjust to changing needs.

The following are typical classroom, exam, and assignment accommodations that may be recommended by the disability student service professional for a student with a psychiatric disability.

Classroom Accommodations

Preferential seating, especially near the door to allow leaving class for breaks.
Assigned classmate as volunteer assistant.
Beverages permitted in class.
Prearranged or frequent breaks.
Tape recorder use.
Notetaker or photocopy of another student's notes.
Early availability of syllabus and textbooks.
Availability of course materials (lectures, handouts) on disk.
Private feedback on academic performance.

Examination Accommodations

Exams in alternate format (e.g., from multiple choice to essay; oral, presentation, role-play, or portfolio).
Use of assistive computer software (e.g., Optical Character Recognition, allowing scanned text to be read aloud by the computer's sound card; or speech recognition for converting the spoken word to printed word on the computer screen).
Extended time for test taking.
Exams individually proctored, including in the hospital.
Exam in a separate, quiet, and non-distracting room.
Increased frequency of exams.

Assignment Accommodations

Substitute assignments in specific circumstances.
Advance notice of assignments.
Permission to submit assignments handwritten rather than typed.
Written assignments in lieu of oral presentations or vice versa.
Assignments completed in dramatic formats (e.g., demonstration, role-play, and sculpture).
Assignment assistance during hospitalization.
Extended time to complete assignments.

Not all requested accommodations are "reasonable." An accommodation is not reasonable if:

Making the accommodation or having the individual involved in the activity poses a direct threat to the health or safety of others.
Making the accommodation means making a substantial change in an essential element of the curriculum.
Making the accommodation would require a substantial alteration in the manner in which educational opportunities are provided, such as the course objectives being altered.
Making the accommodation would impose an undue financial or administrative burden to the institution.

References

American Psychiatric Association (1994). Diagnostic and statistical manual of mental disorders (4th ed). Washington, DC: Author.

Center for Psychiatric Rehabilitation. (1997). How does mental illness affect the way I function at school? Boston University. www.bu.edu/cpr/jobschool/functed.htm.

Additional Resources

DO-IT has created a collection of videos that can be freely viewed at www.washington.edu/doit/videos/index.php. Of particular relevance are the following titles: Building the Team: Faculty, Staff and Students Working Together, Equal Access: Universal Design of Instruction, and Invisible Disabilities and Postsecondary Education. You may also find the following resources useful as you explore this topic further.

American Academy of Psychiatry and the Law
www.aapl.org

American Psychiatric Association
www.psychiatry.org/

American Psychological Association
www.apa.org

Anxiety and Depression Association of America (ADAA)
www.adaa.org

The Center for Universal Design in Education
www.washington.edu/doit/programs/center-universal-design-education/overview

National Mental Health Association
www.nmha.org

National Alliance on Mental Illness (NAMI)
www.nami.org/Home

National Institute of Mental Health (NIMH)
www.nimh.nih.gov

About DO-IT

To order free publications or newsletters use the DO-IT Publications Order Form; to order videos and training materials use the Videos, Books and Comprehensive Training Materials Order Form.

For further information, to be placed on the DO-IT mailing list, request materials in an alternate format, or to make comments or suggestions about DO-IT publications or web pages contact:

DO-IT
�r��
Box 354842
Seattle, WA 98195-4842
doit@uw.edu
www.uw.edu/doit
206-685-DOIT (3648) (voice/TTY)
888-972-DOIT (3648) (voice/TTY)
206-221-4171 (fax)
509-328-9331 (voice/TTY) Spokane

Founder and Director: Sheryl Burgstahler, Ph.D.

DO-IT Funding and Partners

Acknowledgment

This publication was developed under a grant from the U.S. Department of Education, #P33A990042. However, these contents do not necessarily represent the policy of the U.S. Department of Education, and you should not assume endorsement by the federal government.