Minnesota Adult Basic Education Disabilities

GED Accommodations

The GED Testing Service recognizes that not all individuals can be fairly tested under the standard administration of the regular editions of the GED test battery. In those cases, accommodated administrations may be arranged at the request of the candidate, and with the approval of the Chief Examiner of the local testing center and the State GED Administrator. The use of the nonstandard editions or modifications of the standard administration procedures are permitted in accordance with guidelines prescribed by the GED Testing Service.

Requesting testing accommodations for GED testing is a "forms-driven" process that can be frustrating because it takes extra time and effort. Candidates are required to produce relatively recent documentation of the disability by a qualified professional that reasonably connects and justifies the diagnosed disability to the requested accommodation.

The process is designed to respect the legitimate needs of individuals, comply with relevant legislation and also protect the integrity fairness of the GED testing process.

Special editions of the GED test battery include Braille, Audiocassette, and Large Print. There are also editions in Spanish and French-more information follows in this section.

The most commonly approved accommodations include extended time, supervised breaks, a private room, a scribe, and use of a calculator on Part II of the mathematics test. Other accommodations can be approved but are much less frequently requested. There are a number of accommodations available that DO NOT REQUIRE documentation or special request. Local testing centers will allow the following if requested in advance. Local centers should contact the GED Administrator if they have any questions about these.

1. Colored transparent overlays
2. Clear transparent overlays and highlighter
3. Temporary adhesive (e.g. Post-It ® Notes) with spatial directions
4. Earplugs
5. Large Print Test
6. Magnifying Glass
7. One test per day
8. Straightedge

Other devices as deemed appropriate:

• GED Testing Service allows all other devices without permission as long as they compensate for the disability and do not provide an unfair advantage.
• Because the GED Testing Center may not have the candidate's preferred device on hand, the candidate may be permitted to bring his or her own magnifier, overlays, etc. to the testing session. It is the chief Examiner's prerogative to examine these materials to ensure that they do not contain any unauthorized testing aids.
• It is also important to remember that the time limits for the GED tests under standard conditions are already fairly generous. It may be that a candidate seeking extended time would do fine on the exam without any accommodation. Many who believe they need an accommodation do just fine with a standard administration.

Process for requesting an accommodation:

A candidate requesting an accommodation(s) must work through the chief examiner of the local testing center. The chief examiner can explain the process and guide the candidate through the process of completing the required form and providing the necessary documentation.

The chief examiner must complete a portion of the request form, the candidate must complete a portion, and the candidate's advocate and/or a professional diagnostician must complete a portion and/or provide signed/dated, written documentation almost always on letterhead along with the request form.

A successful request must contain the following:

• The appropriate request form(s), i.e. the appropriate one (or more than one) of the four categories available
• The form must be complete and contain all necessary signatures, dates and required information.
• The form must be accompanied by relatively current signed/dated, written documentation on letterhead by a qualified professional diagnostician.
• The documentation must include a reasonably current, pertinent diagnosis(es) by the qualified professional that sets forth the disability, the basis(es) for the diagnosis(es) and explains why the requested accommodation(s) is appropriate/reasonable/fair under the circumstances.

Sometimes a candidate doesn't have the resources to provide current documentation and/or test scores as contemplated/required by GEDTS. In those cases, the testing centers, the GED Administrator and the GEDTS will work with what's available to assist candidates wherever possible and appropriate. Sometimes a candidate will have a report prepared for another reason such as for employment or for benefits. Sometimes a candidate had an IEP at one time and that's all that's available. We'll try to work with it if that's all there is.

Once completed, requests are sent to the GED Administrator by the chief examiner of a local testing center. The GED Administrator reviews the request and is authorized to approve requests if requirements are met.

The GED Administrator will issue an approval of all requested accommodations, some or none. Some Requests will be sent immediately on to GED Testing Service in Washington D.C. because they involve matters outside the ability/authorization of the GED Administrator. All decisions by the GED Administrator may be appealed to the GED Testing Service.

Denied requests may be reviewed again by the GED Administrator after more information is received. Appeals may be made with or without additional information. Once a request is received by the GED Administrator, an initial decision is usually delivered to the local chief examiner within 5 days. Sometimes more information is needed because the request and/or documentation was/were incomplete or inadequate. Appeals to Washington D.C. can add 4 to 8 weeks to the process.

GED Testing Service has identified four categories of disabilities. Each disability has a separate form.

1. ADHD - The Request form must be accompanied by a reasonably current, signed/dated, written letter or report on letterhead by a qualified professional. There must be a diagnosis(es), the support for the diagnosis(es) and ideally with an explanation linking the functional disability to the requested accommodations showing the reasonableness and appropriateness of them.
2. Emotional Mental Health - Requests in this category often cite depression, anxiety, stress, autism, and other conditions that fit the category. Again, the form must be accompanied by the sort of additional documentation described in #1 above.
3. Learning and Other Cognitive Disabilities - This category requires both achievement and ability scores and those must be from the sources identified in the form. The form must also be accompanied by a reasonably current interpretive report that is signed/dated, written, on letterhead by a qualified professional giving the basis(es) for the diagnosed learning or other disability and or processing issue along with an explanation linking the functional disabilities with the requested accommodations and showing the reasonableness and appropriateness of them. The Minnesota Department of Education makes available to local ABE centers money for learning disability testing services through the Learning Disabilities Association for identified, appropriate GED candidates. Contact your local ABE center for more information.
4. Physical/Chronic Health Disability - Requests in this category often cite brain injuries, back or other documented body issues creating intense pain, auditory disruption, visual disruption, paralysis, loss of limb function, etc. Along with the completed form, these must be accompanied by a letter or report on letterhead meeting the criteria above.

For all of the categories, an advocate may complete the request form using data supplied in a report or letter from the professional diagnostician. An advocate can be anyone such as a parent, teacher, etc. However, an advocate who is not also a qualified professional diagnostician for the disability would never be sufficient by him/herself for a successful request.

Advocates often are able to provide additional pertinent information such as experiences in ABE classes or GED preparation that supplement the other documentation provided.

Additional tips for successful requests:

Extended or unlimited time requests will not be approved. Requests should specify using the amounts provided and should have a justification for the amount requested. The local chief examiner and the GED Administrator are not allowed to fill in the time requested. Candidates and professionals should be aware of the ample time allowed under standard conditions.

• Supervised breaks must specify the amount of break time and the amount of uninterrupted time, i.e. up to how many minutes break for every how many minutes of uninterrupted time.
• A request for a calculator for Part II of the math test must include a diagnosis of dyscalculia or its equivalent, i.e. math processing issues along with the test data and interpretation to support it.
• The audiocassette version is a specialized version that is more than just tests on tape. They require practice and should not be requested without due consideration and justification.
• The 'Other' category may be used and all requests will be considered that are supported and explained and can be accommodated within reason while still protecting the integrity and security of the GED tests and processes.
• In rare circumstances, off-site testing is appropriate and necessary and can be arranged. Instructions can be interpreted for the deaf.
• There are Spanish and French versions of the GED tests. In Minnesota unless there is a local testing center policy to the contrary, GED tests may be mixed and matched in any combination using the three language versions. Local test centers often do not have the Spanish and French Versions. The local centers may request copies from the GED Administrator and if they are not being used elsewhere, will be sent out upon request.

Additional questions may be directed to the local chief examiner or to the GED Administrator.