Even time limit changes that allow longer reading time for youngsters with low vision have come under scrutiny and attack by the testing establishment. The applicability of test norms raises another dilemma. Students with visual impairment are rarely included in most sampling procedures. Integration into public education may require that students adhere to generally accepted subject achievement. On the other hand, a visual disability frequently means that some subjects must be modified if the student is to learn the concepts, not just the vocabulary and facts by rote.
Dilemmas bring issues into sharp focus.
Dr. Carol Allman, of the Florida Department of Education, suggests that professionals concerned about the impact of statewide tests on students with visual impairment serve on the committees and panels that plan and prepare the testing program. She has, through such participation, been able to sensitize responsible officials as to specialized needs. She describes procedures followed as testing programs are developed, and choices faced when test administrations are planned. Test security can be the source of a difficult dilemma. Test developers are hesitant to let anyone see their products prior to the administration date, fearful that items will become known in advance.