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Services for Students with Disabilities

There are three major disability categories for documenting the need of a computer accommodation for written language expression on College Board tests:

1. Physical Disabilities
2. Dysgraphia (fine motor)
3. Learning Disability (severe)

A student's request for computer accommodation on College Board tests, in any of these categories, is to be made following the below documentation guidelines. Note that under category C., not all Learning Disabilities have functional limitations that establish the computer as an appropriate accommodation.

A. Physical Disabilities

Types of physical disabilities that lead to the inability to use dominant hands/arms on a permanent basis are included under this category. These conditions may be caused by congenital factors, paralysis, auto-immune deficiency (e.g., muscular dystrophy), accidents, and/or illness.

As published on page 1 of Instructions for Completing the Student Eligibility Form for Accommodations on College Board Tests (Instructions) under Guidelines for Documentation, to be eligible for an accommodation, a student needs to provide disability documentation that indicates the diagnosis, historical information regarding onset of the condition, current functional limitations in academic learning particularly on written expression, and rationale for the requested computer accommodation.

Therefore, for physical disabilities, eligibility to receive a computer accommodation on College Board tests will be based on a review of:

1. a clear statement of the physical disability including historical information of the onset and etiology of the disability along with a medical examination, the evaluator's name(s), title(s), professional credentials, license number, address, date of the assessment, and phone number(s);
2. current documentation, preferably within the last five years that presents a summary of current symptoms and medical results which meet the criteria for the specific physical diagnosis;
3. medical information relating to the student's needs and the status of the student's physical condition (static or changing) and its functional impact on the student's academic learning with respect to written expressive skills; and
4. 4. Narrative or descriptive text providing both quantitative and qualitative information about the student's abilities which might be helpful in understanding the student's profile, including the use of medication, any type of surgical and/or physical therapeutic intervention (if appropriate) and student's response to intervention.

B. Dysgraphia

For the purposes of College Board tests, dysgraphia is defined as a type of disability in which a student has fine motor problems that impact his/her writing skills. Unless there is evidence to show that poor handwriting is due to a disabling condition, it does not mean dysgraphia or fine motor coordination deficit.

As published on page 1 of of Instructions for Completing the Student Eligibility Form for Accommodations on College Board Tests (Instructions) under Guidelines for Documentation to be eligible for an accommodation, a student needs to provide disability documentation that indicates the diagnosis, historical information regarding onset of the condition, current functional limitations in academic learning particularly on written expression, and rationale for the requested computer accommodation.

Therefore, for dysgraphia (fine motor), eligibility to receive a computer accommodation on College Board tests will be based on a review of:

1. An evaluation exam and report which demonstrates that the student has fine motor problems. Some of the common tests that are acceptable by the professional community to document fine motor skills problems are the Coding subtest of the Wechsler Cognitive Test or the Beery Buktenica Developmental Test of Visual Motor Integration (VMI) or Rey Complex Figure Test. Professionals such as occupational therapists, psychologists, learning specialists, MDs can document such conditions.
2. An academic testing in writing that substantiates that the student's fine motor problems present severity in organization, presentation of ideas, richness of language, complex language structure. (Severity in writing does not include measurement of the mechanics of language - e.g., spelling, grammar.) Tests such as written expression subtest of the WIAT II, Broad Writing cluster of Woodcock Johnson III, TOWL III or OWLS are commonly used. These writing tests would tap specific writing skills such as organization, composition, structure, syntax, vocabulary. It always is helpful to include a timed measure such as WJ III writing fluency especially if timed testing condition is an issue. These tests are usually administered by school or clinical psychologists or educational diagnosticians.

C. Language-Based Learning Disability (Severe)

There are some types of learning disabilities that are severe and impact a student's overall language-based skills, both in reading and writing. As published on page 1 of Instructions for Completing the Student Eligibility Form for Accommodations on College Board Tests (Instructions) under Guidelines for Documentation to be eligible for an accommodation, a student needs to provide disability documentation that indicates the diagnosis, historical information regarding onset of the condition, current functional limitations in academic learning particularly on written expression, and rationale for the requested computer accommodation.

Therefore, for a severe language-based learning disability, eligibility to receive a computer accommodation on College Board tests will be based on a review of:

• A comprehensive cognitive and academic testing that meets College Board guidelines (as outlined in the Instructions (see Introduction) and below websites) and substantiates the severity in organization, presentation of ideas, richness of language, complex sentence structure. Note that severity in writing does not include measurement of the mechanics of language - e.g., spelling and grammar.

For specific testing information, please refer to: Diagnosis and Functional Limitations.

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