What Every TABE Administrator Should Know About

Reasonable Accommodation for Students with Disabilities

**[Documentation of Disability]{.underline}**

In order for any student to receive reasonable accommodation, inclusive
of testing accommodations, the individual must demonstrate that s/he is
a qualified person with a disability unless the disability is obvious
(e.g. person who is blind, deaf, etc.). It is key to remember that the
identification of necessary accommodations and/or adaptations is made to
assist an individual with a disability overcome or work around barriers
of a functional limitation imposed by the disability.

The documentation should either show

-   a history of previous testing accommodations

-   recommendations for the use of testing accommodations

-   or information that reasonably identifies barriers related to the
    disability that would suggest the need for testing accommodations
    (e.g. processing disorder, slower processing speed, fine motor
    difficulties, distractibility concerns, etc.).

> Typical sources for documentation of disability and/or need for
> testing accommodations include\*

-   Individualized Education Plan (IEP)

-   504 Plan (public schools, accommodations but no special education
    services)

-   Psycho-educational reports

-   Psychological assessments

-   Division of Vocational Rehabilitation Assessments

-   Medical Reports (Information has to support the need for
    accommodations related to testing. For example, perhaps the
    individual's disability requires the use of a particular type of
    medication that causes the mouth to be excessively dry. That
    individual may need to have something to drink in the testing area
    if that is not typically allowed.)

\*\*\*This list is not all inclusive.

In circumstances when there is not enough time to acquire the required
documentation as per the Reasonable Accommodations Guidelines, the
disability coordinator may assist the student by obtaining verbal
confirmation from a qualified professional\* with hard copy
documentation forthcoming.\*\* This conversation must be recorded on the
request for accommodations form including the name of the professional,
his or her title, the type of documentation forthcoming, the agency or
organization he/she represents, and the date of the conversation.

If the documentation is not readily forthcoming, the center should make
further efforts to contact the organization or entity that provided the
verbal confirmation to secure the necessary documentation. If center
staff is unable to secure hard copy documentation, the verbal
confirmation expires by the next TABE test (e.g. 90 days). Centers are
also encouraged to have the applicant/student assessed locally for
documentation of a disability if the center has resources to do so.
\[Please visit the Job Corps Disability website:
<http://jcdisability.jobcorps.gov/html/ra_jc.htm> and scroll down to the
section on "Applicant/Student without Documentation."\]

To obtain or release any information regarding a student\'s disability,
it is required that the student provide written consent, and if a minor,
the consent of a guardian as well.

*\*The appropriate professional in any particular situation will depend
on the disability and the type of functional limitation it imposes.
Appropriate professionals include, but are not limited to, doctors
(including psychiatrists), psychologists, nurses, physical therapists,
occupational therapists, speech therapists, vocational rehabilitation
specialists, and licensed mental health professionals.*

*In requesting documentation, centers should specify what types of
information they are seeking regarding the disability, its functional
limitations, and the need for reasonable accommodation. The center must
maintain the confidentiality of all medical information collected during
this process, regardless of where the information comes from.*

*\*\*If calling a public school or like entity, the information may be
obtained from a school's registrar or records personnel who is providing
the information from the applicant/student's IEP on file with them.*

\*\*\**TABE test results and other general academic assessments used in
the Job Corps program are not acceptable forms of documentation for
substantiating that a student is a qualified individual with a
disability.*

**[Testing Accommodations]{.underline}**

Certainly, the most commonly used accommodation in the testing
environment is "extended" time (e.g. time and a half, double-time,
unlimited time). There are, however, many other types of accommodations
that may apply to the testing environment. These accommodations
generally fall into the following categories: changes to the methods of
presentation of the test (e.g. oral reading of test directions); changes
to the methods of response to the test (e.g. use of paper/pencil test
and answer sheet); test setting (e.g., taking the test in small rather
than large groups); and test timing (e.g., extension of time to take a
test).

Accommodations provided in the testing environment should already be in
use in the learning environment with the exception of the administration
of the first TABE test which takes place within 21 days of the student's
arrival on center. The actual use of the accommodation in the learning
environment allows the student to become accustomed to the use of the
accommodation and also allows the staff and the student to determine the
appropriateness and the effectiveness of the accommodations being used.

CTB McGraw-Hill's "Guidelines for Inclusive Test Administration: 2005"
contains extensive information on the types of testing accommodations
that can be provided. A link to this information may be found on the Job
Corps Disability Website.

<http://jcdisability.jobcorps.gov/html/ra_testing.htm>

\[Scroll down to the "TABE Testing Accommodations" section\]

**Exceptions to the use of Student Testing System**

The use of paper/pencil tests is prohibited unless authorized by the Job
Corps Data Center to provide reasonable accommodation to any student
with documented cognitive or physical disability that prevents the
student from taking the TABE online.

Examples of possible accommodation considerations in relation to a
specific functional limitation:

  -----------------------------------------------------------------------
  **Functional Limitation**           **Accommodation Consideration**
  ----------------------------------- -----------------------------------
  Student has the type of seizure     Possibly needs to use a particular
  disorder that is triggered by       type of computer monitor or the use
  exposure to the flickering of a     of a paper/pencil version of tests.
  computer monitor screen due to      (Consult with physician about
  photosensitivity.                   possible accommodations for
                                      photosensitivity concerns for
                                      people with a seizure disorder)

  Student "sees" floating text when   Possibly needs use of color
  looking at print or has other       overlays; auditory access to
  visual limitations involving        information; use of graph paper for
  reading print/text materials.       computational work; use of line
                                      guides for tracking test; use of
                                      Braille or large print materials,
                                      etc.

  Student is highly distractible.     Possible need for use of private
                                      testing area.
  -----------------------------------------------------------------------

Please refer to the TABE 9/10 Student Testing System (STS)
Administrator's Guide for additional guidelines and procedures to follow
in these instances.

**[Accommodation Plan - CIS]{.underline}**

Each student with a qualified disability receiving reasonable
accommodation including testing accommodations must have a written plan
that details the accommodations agreed to during the interactive
reasonable accommodation process. Although the plan may be written and
maintained via a paper version, the suggested best practice is to enter
the accommodations in the accommodation screen in CIS.

The center's disability coordinator must ensure

-   that all staff with a need to know have access to the student's
    accommodation information, and

-   that a process is implemented for notifying staff with a need to
    know of the existence of an accommodation plan.

Note: If there is a need for an alternate form of testing, i.e.
paper/pencil vs. using STS, this information should be documented in the
accommodation plan.

**[Sharing Accommodation Information]{.underline}**

Accommodation plans should not include information about an individual
student's diagnosis, medication needs, or other health related history
or information. Accommodations are adaptations or modifications that
allow the individual to "work around" or that remove barriers to some
functional limitation imposed by the disability. This information must
be shared with all staff that has a "need to know."

The determination of which staff has a "need to know" must be done on a
case-by-case basis. It is essential that staff have access to this
information if the student will need an accommodation in that staff's
area of responsibility. For example, testing administrators need access
to the accommodation plan if there are testing accommodations to be
provided. All staff may need access to the plan if the student has a
severe reading disability that will impact him/her in all areas of the
center.

**[Implementation of Accommodations]{.underline}**

In addition to ensuring that all staff with a "need to know" are
informed about and have access to as student's accommodation plan, the
center's staff must also be able to demonstrate that accommodations have
been implemented and provided as indicated on the accommodation plan.

Implementation of TABE testing accommodations may be verified by:

-   listing the accommodations provided on the TABE test ticket and
    having the student sign it. This test ticket is then filed in the
    student's central file.

-   adding updates of accommodations provided in the accommodation
    screen of CIS.

-   maintaining a testing accommodation log that includes the student
    name, accommodations needed, and dates provided.

Generally speaking, the effectiveness of a student\'s accommodation
should be evaluated on a regular basis throughout his/her enrollment in
Job Corps (within 30 days of the implementation of the accommodation and
at least every 60 days thereafter). The student\'s counselor and
managers in areas where the student is receiving accommodation should
provide follow up information to the DC.

Counselors should ask students with accommodation plans specifically
about the effectiveness of their accommodation plans during regularly
scheduled meetings with the student. This information should be passed
on to the DC to update the student\'s accommodation plan. If a
student\'s accommodation plan does not seem to be effective, the student
will be scheduled to participate in the next IDT meeting or meet with
the DC and appropriate staff to update the plan.

Managers in areas where the student is receiving accommodation should
receive regular updates from staff on the progress of each student with
an accommodation plan. This information should be shared with the DC
during IDT meetings.

Sample forms for monitoring and tracking the implementation and
effectiveness of accommodation may be found on the Job Corps Disability
website.

<http://jcdisability.jobcorps.gov/html/ra_jc.htm>

\[Scroll down to Record Keeping\]

**[Staff Resources]{.underline}**

Job Corps Disability Site -
[http://jcdisability.jobcorps.gov](http://jcdisability.jobcorps.gov/)

Job Corps Learning Disability Site - <http://jccdrc.jobcorps.gov/ld>