There are numerous types of appropriate testing accommodations, depending upon the nature of the coursework and the disability-related needs of the student. Following are some of the most commonly requested accommodations:

Extended time. This is the most common type of testing accommodations. The typical recommendations are time and one-half or double time, but students working with a reader or scribe may require more than double time. We do not recommend unlimited time (“un-timed tests”) unless the option is made available to all students.

Accessible testing site and accessible seating. Students who may need accessible seating include those who cannot walk up or down steps, have difficulty maneuvering through a row of seats, have vision or hearing impairments, or have disabilities that affect their ability to remain focused on visual or auditory lecture material.

Oral exams or reading Services. Some exams may be administered on the computer (using screen reader software), with the use of an audio recording, or with a live reader. This option is used with students who are blind, have other vision issues, or have a learning disability impacting visual processing. This accommodation is not appropriate for accommodating issues of literacy (limited skills as opposed to limited ability).

Scribe services. Physically writing the student’s answers, verbatim, or filling out a Scantron answer sheet according to the student’s instructions. This accommodation is most often used when an individual is unable to use their hand to complete written work.

Converted format. This may include large print, digital format (usually formatted in Word, RTF, or PDF), Braille, or audio recorded exam material. Converting material takes a minimum of two weeks, so arrangements for this accommodation must be made well in advance of exam dates. This could include placement testing.

Computer Access. Many students can independently complete essay exams on computers. Some may need technology such as enlargement, speech output, speech recognition or a spell check program, as specified in the student's Accommodation Agreement.

Quiet, non-distractive testing environment. Some students require a low distraction environment, especially those with learning disabilities or Attention Deficit Disorder. All students should have testing environments comparable to those of their classmates – i.e. testing space free from frequent interruptions, with proper writing surface, seating, and lighting.

Please Note: Students are not permitted to use calculators as an accommodation to a learning disability when calculation is being measured. This includes placement testing. However, some students may have an accommodation for access to addition or multiplication tables when a calculator is not appropriate.

Arrangements for testing accommodations that require the use of live readers or scribes should be made directly through the Office of Disability Services. Please contact the office at (413) 775-1332 or DisabilityServices@gcc.mass.edu.

Testing Arrangement NOT Recommended by Disability Services

Sometimes questions arise about the use of other arrangements as appropriate testing accommodations. The following accommodations are not recommended:

Unlimited time for taking tests. Disability Services does not recommend this unless the instructor provides this option for all students in the class.

Oral exams. Disability Services usually discourages these unless this is the method of evaluation for all students. Oral exams require the student to immediately analyze, interpret and respond to a question, eliminating the additional “thought” time available in written exams. In addition, the method of grading may be different from that used for written exams and students are not encouraged to develop their critical writing abilities. The use of text-to-speech software is the preferred alternative. This allows the student the opportunity to stop, cue and review as needed.

Different tests for students with disabilities. Again, Disability Services strongly discourages this since it is usually unnecessary, given the other testing accommodations that are possible, and because students with disabilities should be held to the same standards as their classmates without disabilities.

Clarification of test questions. Disability Services does not view clarification of test questions (e.g. the instructor or proctor giving the student a definition or explaining the meaning of a phrase or question) as a disability accommodation. Students with disabilities should be held to the same standards as other students when it comes to the expectations about understanding course content, exam questions, etc. If students without disabilities are allowed to receive clarification of questions they have, however, students with disabilities should receive a similar allowance, whether taking an exam with the class or in a private testing site.