{"id":24128,"date":"2024-03-01T15:14:48","date_gmt":"2024-03-01T21:14:48","guid":{"rendered":"https:\/\/www.meazurelearning.com\/?p=24128"},"modified":"2026-04-20T10:30:21","modified_gmt":"2026-04-20T15:30:21","slug":"advancing-equity-the-latest-in-testing-accommodations","status":"publish","type":"post","link":"https:\/\/www.meazurelearning.com\/fr\/resources\/advancing-equity-the-latest-in-testing-accommodations","title":{"rendered":"Advancing Equity: The Latest in Testing Accommodations"},"content":{"rendered":"

Did you know that one in four US adults<\/a> live with a disability? There are many types of disabilities\u2014including mobility, cognition, independent living, hearing, vision, and self-care\u2014with each type encompassing a range of conditions. For individuals taking a professional or educational exam, testing accommodations are an effective way to help offset the challenges their disability might present.<\/p>\n\n\n\n

But what happens when assessment models shift in response to global events, tech advancements, or societal attitudes and structures? What about evolving accessibility regulations\u2014what are the risks of failing to comply? How do testing programs and solution providers continue making thoughtful and deliberate accommodation decisions that foster an environment where every test-taker has an equal opportunity to succeed?<\/p>\n\n\n\n

In this article, Meazure Learning\u2019s Dr. Ashley Norris and uExamS\u2019s Andy Dua explore some of the biggest trends in testing accommodation standards and practices. They explore the unique challenges introduced by these trends\u2014and the equally unique solutions that can help address them.<\/p>\n\n\n\n

Trend #1: Cognitive Disabilities Are More Common and Diverse<\/h3>\n\n\n
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According to the CDC and Pew Research Center<\/a>, nearly 13% of US adults and 15% of K-12 students have a cognitive disability. The latter is almost double what it was in the late 1970s. This trend has led to a spike in accommodation requests in recent years. While it\u2019s good that test-takers are exercising their lawful right to accommodated testing conditions, the increasing volume and diversity of requests presents significant challenges.<\/p>\n\n\n\n

Consider this scenario: A test-taker with dyslexia submits a request for triple testing time. While this type of accommodation will help provide an equitable experience, it requires considerable logistical planning and resource allocation by the test provider. For a remotely proctored test, a longer session is needed\u2014and sometimes additional proctors too. Furthermore, there\u2019s the challenge of ensuring the extended time truly benefits the test-taker it aims to support, without inadvertently causing fatigue or diminishing returns in concentration over such extended periods.<\/p>\n\n\n\n

How You Can Respond<\/h4>\n\n\n\n

Our best advice is to strike a balance between having standard, scalable processes and being flexible enough to adapt to unique situations. The vast majority of accommodation requests can be handled in a standardized way, which means you need well-established policies, as well as systems and processes that can handle the volume you experience. But there will invariably be cases that defy the standard mold and require a tailored approach.<\/p>\n\n\n\n

One factor in achieving this balance is a strong process for reviewing requests and verifying their legitimacy, which allows you to identify the appropriate level of support required early on. You also need clear instructions for test-takers to request accommodations and a way for them to provide feedback too. But that\u2019s not all: Ongoing training and awareness programs as well as solid documentation and communication policies are also must-haves. This multifaceted approach makes the process of testing accommodation fulfillment easier, helps test-takers get the support they deserve, and ensures they have adequate time to prepare before test day.<\/p>\n\n\n\n

Let\u2019s apply this approach to our earlier hypothetical scenario. If the test-taker requires more testing time than four or five hours, you could change the test to be a multiday or multiformat exam. Moreover, you could build that time threshold into your policies to address rarer requests while maintaining implementation consistency.<\/p>\n\n\n\n

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\u201cTailored accommodations level the testing ground, allowing every test-taker to shine regardless of challenges. Inclusive practices ensure that potential is not limited by circumstance but fostered by opportunity.\u201d<\/p>\n\u2014Andy Dua, Chief Operating Officer, uExamS<\/cite><\/blockquote>\n\n\n\n

Trend #2: Disability Rights and Requirements Are Evolving<\/h3>\n\n\n
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Before the Americans with Disabilities Act<\/a> was passed in 1990, test-takers had a lot of trouble obtaining necessary accommodations due to the lack of standardized regulations. Since then, tremendous progress around disability rights has been made in the United States, with Canada and the EU following suit with their own advancements. Notably, the recent European Accessibility Act (EAA)<\/a> requires all EU members to make products and services easily accessible for people with disabilities by 2025. This means all exam-related websites and platforms\u2014including test delivery, learning management, and proctoring systems\u2014must adhere to the Web Content Accessibility Guidelines and allow for assistive technologies, such as screen readers and magnifiers. Initiatives like these lead to a more inclusive and fair testing process<\/a>, but adhering to them requires significant investment and commitment. This adds another layer of complexity to the already-complex process of accommodation fulfillment.<\/p>\n\n\n\n

How You Can Respond<\/h4>\n\n\n\n

One solution is to develop an adaptive framework that includes:<\/p>\n\n\n\n