Testing Accommodations 

Accommodation and Compliance Series
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Preface 

The Job Accommodation Network (JAN) is a service of the Office of Disability 

Employment Policy of the U.S. Department of Labor. JAN makes documents available 

with the understanding that the information be used solely for educational purposes. 

The information is not intended to be legal or medical advice. If legal or medical advice 

is needed, appropriate legal or medical services should be contacted. 

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they meet the intended purposes. This guarantees that the most up-to-date information 

is obtained. 

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105 of the Copyright Law provides that no copyright protection is available for works 

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provision. While individuals may use such work with impunity, individuals may not 

claim copyright in the original government work, only in the original material added. 

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violate another organization's or individual's copyright. Permission must be obtained 

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are not altered, and that proper credit is given to JAN as the source of the information. 

For further information regarding this or any other document provided by JAN, please 

contact JAN. 

Updated 03/24/10.
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JAN’S ACCOMMODATION AND COMPLIANCE SERIES

Introduction 

JAN’s Accommodation and Compliance Series is designed to help employers determine 

effective accommodations and comply with Title I of the Americans with Disabilities Act 

(ADA). Each publication in the series addresses a specific medical condition and 

provides information about the condition, ADA information, accommodation ideas, and 

resources for additional information. 

The Accommodation and Compliance Series is a starting point in the accommodation 

process and may not address every situation. Accommodations should be made on a 

case by case basis, considering each employee’s individual limitations and 

accommodation needs. Employers are encouraged to contact JAN to discuss specific 

situations in more detail. 

For information on assistive technology and other accommodation ideas, visit JAN's 

Searchable Online Accommodation Resource (SOAR) at http://askjan.org/soar. 

Terminology 

Individuals with disabilities can have many different types of limitations that affect their 

abilities to take tests. These individuals may need accommodations when taking 

employment exams, standardized tests, licensure exams, and classroom exams. 

Individuals with disabilities who are protected by disability legislation (such as the 

Americans with Disabilities Act and the Rehabilitation Act) can ask for, and receive, 

accommodations in order to take tests. Those who have called JAN regarding testing 

accommodations report having one or more of the following conditions, diagnoses, or 

limitations. This list is NOT a list of disabilities covered under the ADA, nor is it an allinclusive list of disabling conditions for which test-takers would need accommodations. 

Amputation: 

 Missing fingers or digits 

 Partial fingers or digits 

 Missing limbs 

 Partial limbs 

 Use of prosthetic device 

Attention Deficit Disorder: 

 ADD/ADHD 

 time management problems 

 distractibility 

 concentration problems 

Back Condition 

Blind or visually impaired 

Cancer 

Cerebral Palsy (CP)

Chronic Fatigue Syndrome (CFS) 

Circulatory Disorders 

Cumulative Trauma Disorders (CTDs)

 Carpal Tunnel Syndrome 

 Tendonitis 

 Epicondolitis 

 DeQuervain’s Disease 

Deaf or Hearing Impaired 

Epilepsy 

Fibromyalgia 
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Gastrointestinal Disorders 

 Irritable Bowel Syndrome 

 Colitis 

 Crohn’s disease 

 Diverticulitis 

Head Injury (open or closed) 

Learning Disabilities: 

 Specific Learning Disability in 

reading

 Specific Learning Disability in 

writing

 Specific Learning Disability in 

math

 Dyslexia 

 Dyscalcula 

 Dysgraphia 

 Expressive writing disorder 

 Expressive language disorder 

 Auditory processing problems 

Little People 

Lupus 

Migraines 

Muscular Dystrophy (MD) 

Multiple Sclerosis (MS) 

Multiple Chemical Sensitivity 

Myasthenia Gravis 

Obesity 

Paraplegia 

Polio 

Psychiatric Impairments: 

 Depression 

 Bipolar Disorder 

 Anxiety Disorder/panic attacks 

 Obsessive-Compulsive Disorder 

 Post Traumatic Stress Disorder 

(PTSD) 

 Personality disorders 

Quadriplegia 

Traumatic Brain Injury 

 Questions and Answers 

The following questions are typical testing accommodation questions received at JAN’s 

national toll-free hotline. A JAN consultant who is familiar with various types of disabilities 

and who is familiar with the ADA and other disability legislation crafted the responses. 

These responses are not guidance from the Equal Employment Opportunity Commission 

and are not intended to be legal advice. 

For more information on employment testing, read the EEOC’s Title I Technical Assistance 

Manual, Chapter 5.6 online at http://askjan.org/links/ADAtam1.html#V. 

For more information on examinations or courses, read the Department of Justice’s Title III 

Technical Assistance Manual, Chapter 4.6 online at 

http://www.usdoj.gov/crt/ada/taman3.html.

 What is alternative format? 

Alternative format is any format that is different from the existing test. Alternative 

format may be: large print, Braille, color-coded text, audio (reader, tape/cd, or 

computer).

 What is extended time? 
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Extended time means allowing the test-taker extra time to complete the test. The 

amount of extended time should be correlated to the test-taker’s disability or 

limitations. Common examples of extended time include: time and a half, double 

time, and unlimited time.

 What is a reader? 

A reader is a person who reads the test to the test-taker. This person should be 

familiar with the terminology or language used on the test. A reader does not 

interpret, re-word, or explain the test. A reader reads the test directions, questions, 

and answer choices to the test-taker.

 What is a scribe? 

A scribe is a person who writes down, or otherwise records, the test-taker’s 

responses. The scribe does not create answers for the test-taker or help the testtaker identify correct answers. The scribe simply writes the test-taker’s answers 

down on the test or answer sheet.

 What type of tests will people need accommodations for? 

A person with a disability can ask for an accommodation on any exam. Some 

examples of exams are: teaching license exams, driver’s license exams, college 

entrance exams, exams in college or technical school, employment tests, and typing 

tests.

 Who can ask for accommodations in testing? 

Individuals with disabilities that inhibit their abilities to take tests can ask for an 

accommodation. 

 How does a person with disability ask for a testing accommodation? 

A person with a disability can ask for an accommodation when registering to take a 

test. Oftentimes, the testing company provides testing accommodation forms to 

submit. The individual can also make a request verbally or in writing. The person 

with a disability is responsible for providing documentation of a disability, and the 

individual can describe the type of accommodation that will be effective. 

 Do testing accommodations cost the test-taker extra money? 

No. The test-taker needing an accommodation pays the same cost as any person 

taking the same test. 

 Will test scores or standards be lowered/changed/altered for person with 

disability? 

Generally, no. If all test-takers must obtain a certain “passing score,” so must the 

test-taker with a disability. The test-taker with a disability may need an 
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accommodation to help meet the standard, but the standard does not have to be 

lowered, changed, or altered. 

One exception to this rule is a situation where the test standard is arbitrary or is not 

related to the educational or employment requirements. For example, an employee 

must be able to type 40 words per minute to pass an employment test, but typing is 

not an essential function of the job. 

 Will a person with a disability be granted a “test exemption” as an 

accommodation? 

Generally, no. If the test is a requirement of the application process, the job, class 

or program, or licensing credentials, the test-taker with a disability will probably have 

to take the test. The test-taker with a disability may, however, ask for an 

accommodation to assist with the taking the test. 

Accommodations 

Note: People with disabilities may experience limitations in cognitive abilities, motor 

abilities, and sensory abilities that can affect test-taking performance. People who 

have disabilities may have some or all of the limitations listed below. The degree of 

limitation will vary from individual to individual along with accommodation(s) provided. 

Limitations in Cognitive/Neurological Abilities 

Test-takers who may need the following accommodations include people with: TBI, MS, 

MR, fibromyalgia, LD, ADD or ADHD, cancer, and psychological impairments. 

Memory: Test-takers may have difficulty remembering events or activities on the day of 

the test. 

 Post or announce: reminders, location of the testing room, location of bathrooms, 

time remaining, materials to put away or to keep out during testing 

 schedule one test per test day during test session 

 allow extended time/flexibility (example: take math section on Saturday, reading 

section on Monday, and writing on Tuesday.) 

Lack of Concentration or Organization: Test-takers may be distracted or 

disorganized when taking a test. Possible accommodations include: 

 testing in a private room 

 providing extended time 

 providing a reader 

 providing the test on tape 

 reducing/eliminating distractions 

 allowing breaks 
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 seating test-taker away from doors or windows, and other distractions 

Time Management/Performing or Completing Tasks: Test-takers may be unable to 

complete or perform tasks in a timely manner or meet timelines. Possible 

accommodations include: 

 testing in a private room 

 providing extended time 

 having proctor announce time in intervals 

 using a clock or watch 

 allowing test-taker to maintain written task-list 

 allowing test-taker to use watch or timer programmed to alarm or vibrate at set 

intervals 

Reading Print Material: Test-takers may be unable to read test materials. Possible 

accommodations include: 

 providing a reader for the test-taker 

 providing test on tape/CD-ROM 

 providing extended time 

 administering test in private room 

 giving instructions in bold print 

 allowing the use of a line guide or ruler to keep place in test book or answer sheet 

 testing on computer with voice output 

 using symbols or pictures where appropriate 

 color-coding test by sections or subjects 

 putting multiple choice in bold 

Writing words, sentences, or paragraphs: Test-takers may be unable to construct 

written responses as required on the test. Potential accommodations include: 

 

 allowing test-taker to write draft first 

 providing a scribe 

 allowing verbal responses instead of written responses 

 allowing use of graphic organizer 

 allowing use of scratch paper 

 allowing use of dictionary or thesaurus 

 allowing use of computer word processing to create written response: assisting with 

grammar, assisting with spelling, assisting with time management 

Performing Mathematical Calculations: Test-takers may be unable to “do math” as 

required on the test. Possible accommodations include: 

 allowing the use of a calculator (including talking calculator) 

 allowing the use of other counting devices (fingers, toes, pencils, beans, etc.) 
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 allowing the use of written formulas 

 allowing the use of scratch paper 

 using flash cards 

 allowing the use of times table list/multiplication chart 

 allowing the use of pictures/graphics with word problems 

Limitations in Motor Abilities 

Test-takers who may need the following accommodations include people with TBI, MS, 

MD, fibromyalgia, paraplegia, quadriplegia, amputations, cancer, CP, back conditions, 

little people, and people who are obese. 

Sitting: Test-takers may have difficulty sitting for long periods of time while taking a 

test. Test-takers may also have difficulty sitting in a traditional chair or desk. Possible 

accommodations include: 

 providing space at table instead of desk 

 allowing for frequent breaks 

 providing extended time 

 allowing test-taker to alternate sitting/standing 

 using an alternative chair, cushion, or footrest 

Writing: Test-takers may have difficulty physically writing responses or recording 

answers as required by the test. Possible accommodations include: 

 using any writing product (not just a #2 pencil) 

 allowing additional time 

 allowing verbal response 

 using a scribe 

 providing writing aids 

 allowing frequent breaks 

 using a clipboard to hold paper while writing 

 using line guide, writing template, or ruler 

Turning Pages: Test-takers may have difficulty turning pages of the test booklet, or 

holding the test booklet open. Potential accommodations include: 

 having a proctor turn pages 

 providing page-turning devices 

 providing reader(s) 

 providing test on tape/CD 

 unstapling booklet and laying flat 

 using table instead of desk 
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Typing: Test-takers may have difficulty typing responses. Possible accommodations 

include: 

 allowing practice on test device or unit 

 using speech recognition 

 using one handed-keyboards 

 using alternative input devices: alternative keyboards and alternative mice 

Limitations in Sensory Abilities 

Test-takers who may need the following accommodations include people who are deaf 

or hearing impaired, blind or visually impaired, have TBIs, Expressive Language 

Disorders, or Auditory Processing Disorders. 

Hearing: Test-takers may have difficulty hearing in the testing environment. Possible 

accommodations include: 

 having proctor/administrator use microphone (FM loop) 

 putting test-taker in private room 

 putting test-taker in front of room 

 facing student who reads lips 

 posting time prompts in writing 

 providing interpreter for sign-language 

Seeing: Test-takers may have difficulty seeing the test or test materials, or other 

visuals in the testing environment. Potential accommodations include: 

 announcing time prompts 

 providing test on tape 

 providing reader 

 providing alternative format 

 providing magnification 

 allowing use of talking calculator 

 providing test in alternate foreground or background colors 

 using screen readers (voice output) 

 allowing test-taker to get familiar with test environment 

 allowing for use of assistance dog (care for animal during test time) 

Communicating: Test-takers may have difficulty communicating in the testing 

environment. Possible accommodations include: 

 providing interpreter for sign-language 

 communicating in writing 

 providing extended time 

 communicating use of symbols instead of words 
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 communicating via auxiliary device such as 

 speech board 

 communication cards 

 alpha-numeric pager 

 TTY 

 email 

Other Limitations 

Panic Attacks: Test-takers may experience panic attacks during test administration. 

Test-takers who may need the following accommodations include people with ADD and 

psychological impairments. Possible accommodations include: 

 allowing frequent breaks 

 extending time 

 providing a private room 

 providing a regular room – sit in back of room so test taker can leave if necessary 

 allowing test-taker to become familiar with test environment 

 allowing test-taker to choose own seat 

 test administrators have plan of action to deal with emergencies such as passing 

out, having seizure, or conduct problems 

Diarrhea/Vomiting/Nausea: Test-takers may have difficulty managing bodily functions. 

Test-takers who may need the following accommodations include people with 

psychological impairments, MS, MD, intestinal disorders, and cancer. Possible 

accommodations include: 

 allowing frequent breaks 

 providing extended time 

 providing a private room 

 providing regular room – sit in back of room so test-taker can leave discreetly 

Headaches: Test-takers may experience mild to severe headaches during the testing 

administration. Test-takers who may need the following accommodations include people 

with migraines, vision impairments, and psychological impairments. Potential 

accommodations include: 

 allowing frequent breaks 

 allowing use of sunglasses or ball-cap 

 turning off fluorescent lights if in private testing room 

 using a glare guard 

 using a flicker free computer monitor 

Fatigue: Test-takers may experience mild to severe fatigue during the testing 

administration. Test-takers who may need the following accommodations include people 
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with fibromyalgia, chronic fatigue syndrome, MS, and cancer. Possible 

accommodations include: 

 allowing frequent breaks 

 providing extended time 

 providing private room 

 scheduling one test per day on test day 

 allowing extended time/flexibility 

 providing space to lay down during breaks 

Temperature Sensitivity: Test-taker may get hot or cold during testing administration. 

Test-takers who may need the following accommodations include people with 

fibromyalgia, cancer, MS, MD, and circulatory disorders. Possible accommodations 

include. 

 allowing use of blanket or jacket 

 adjusting temperature in room 

 using a cool vest 

 using a fan 

 placing individual by window 

 placing individual away from vent 

 allowing test-taker to bring gloves, socks, etc. 

Chemical Sensitivity: Test-takers may experience mild to severe reactions to 

chemicals, fragrances, or perfumes. Test-takers who may need the following 

accommodations include people with multiple chemical sensitivity, asthma, and 

migraine headaches. Potential accommodations include: 

 having proctor wear no perfume 

 testing in a private room 

 placing individual by window 

 having the individual use a mask 

 using a fan 

 providing HEPA filter in room – turn on prior to start of test 

Dietary needs: Test-takers may need to eat, drink, or take medications during the test 

administration. Test-takers who may need the following accommodations include people 

with diabetes, cancer, intestinal disorders, and psychiatric impairments. 

 providing extended time 

 providing private room 

 allowing test-taker to eat during test 

 allowing test-taker to drink during test 

 allowing time to administer medications to self 
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To discuss additional testing accommodations for people with disabilities or to 

get product information contact JAN at (800) 526-7234 (V/TTY) or visit JAN on the 

Web at http://askjan.org. 
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RESOURCES

Job Accommodation Network 

West Virginia University 

PO Box 6080 

Morgantown, WV 26506-6080 

Toll Free: (800)526-7234 

TTY: (877)781-9403 

Fax: (304)293-5407 

jan@askjan.org 

http://askjan.org 

The Job Accommodation Network (JAN) is a free consulting service that provides 

information about job accommodations, the Americans with Disabilities Act (ADA), and 

the employability of people with disabilities. 

Office of Disability Employment Policy 

200 Constitution Avenue, NW, Room S-1303 

Washington, DC 20210 

Direct: (202)693-7880 

TTY: (202)693-7881 

Fax: (202)693-7888 

infoODEP@dol.gov 

http://www.dol.gov/odep 

The Office of Disability Employment Policy (ODEP) is an agency within the U. S. 

Department of Labor. ODEP provides national leadership to increase employment 

opportunities for adults and youth with disabilities while striving to eliminate barriers to 

employment. 

American Psychological Association (APA) 

750 First Street NE 

Washington, DC 20002 

Direct: (202)336-5500 

Fax: (202)336-6063 

http://www.apa.org/ 

APA is the world’s largest association of psychologists. 

APPA: Association of Higher Education Facilities Officers 

1643 Prince Street 

Alexandria, VA 22314-3492 

Direct: (703)684-1446 

Fax: (703)549-2772 

http://www.appa.org 
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APPA is dedicated to maintaining, protecting, and promoting the quality of educational 

facilities. 

Educational Testing Services 

Corporate Office 

Rosedale Road 

Princeton, NJ 08541 

Direct: (609)921-9000 

Fax: (609)734-5410 

http://www.ets.org 

Educational Testing Services makes accommodations for persons with learning 

disabilities taking the Scholastic Aptitude for college admission. 

Equal Employment Opportunity Commission 

1801 L Street, N.W. 

Washington, DC 20507 

Toll Free: (800)669-4000 

Direct: (800)669-EEOC 

TTY: (800)669-6820 

http://www.eeoc.gov 

The EEOC was established by Title VII of the Civil Rights Act of 1964 and began 

operating on July 2, 1965. The EEOC is the enforcing agency for several discriminationrelated federal statutes, including Title I of the Americans with Disabilities Act of 1990 

(ADA), which prohibits employment discrimination against individuals with disabilities. 

The EEOC's 800-number routes individuals to their closest field office. 

Law School Admission Council (LSAC) 

Law School Admission Services 

661 Penn Street 

Box 40 

Newtown, PA 18940 

Direct: (215)968-1001 

TTY: (215)968-1128 

Fax: (215)968-1169 

http://www.lsac.org 

LSAC has an ongoing commitment to expanding educational opportunities for 

underrepresented minorities, educationally disadvantaged persons, and people with 

disabilities. 
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U.S. Department of Education: Office of Civil Rights 

550 12th Street, SW 

Washington, DC 20202-1100 

Toll Free: (800)421-3481 

TTY: (877)521-2172 

Fax: (202)245-6480 

OCR@ed.gov 

http://www.ed.gov/about/offices/list/ocr/index.html?src=mr 

U.S. Department of Education’s Office of Civil Rights ensures equal access to education 

and to promote educational excellence throughout the nation through vigorous 

enforcement of civil rights. 

U.S. Department of Justice Disability Rights Section 

Civil Rights Division Disability Rights Section - NYAVE 

950 Pennsylvania Avenue, NW 

Washington, DC 20530-0001 

Toll Free: (800)514-0301 

TTY: (800)514-0383 

Fax: (202)307-1198 

http://www.usdoj.gov/crt/drs/drshome.htm 

U.S. Department of Justice’s Disability Rights Section focuses on all disabilities and is 

especially knowledgeable in how disabilities relate to the ADA of 1990. 
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This document was developed by the Job Accommodation Network, funded by a 

contract agreement from the U.S. Department of Labor, Office of Disability Employment 

Policy (DOL079RP20426). The opinions expressed herein do not necessarily reflect the 

position or policy of the U.S. Department of Labor. Nor does mention of trade names, 

commercial products, or organizations imply endorsement by the U.S. Department of 

Labor.