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The National Task Force on Equity in Testing Deaf and Hard of Hearing Individuals
Test Accommodations for Deaf and Hard of Hearing Students

Carol Bloomquist Traxler, Ph.D.
Research Scientist, Gallaudet Research Institute

This page contains a growing collection of policy and practice related to testing deaf and hard of hearing examinees. The information is grouped as Standards of Professional Organizations and other national bodies, Testing Program Policies, and Institutional or Regional Policies. This page is part of the collection of information on assessment and deaf individuals summarized at

Standards of Professional Organizations
Standards for Educational and Psychological Testing, APA/AERA/NCME, 1999. This is the authority on testing issues in the United States.

[*] AERA Position Statement Concerning High-Stakes Testing

[*] Code of Fair Testing Practices in Education by the Joint Committee on Fair Testing Practices

[*] The Rights and Responsibilities of Test-Takers by the Test-Taker Rights and Responsibilities Working Group of the Joint Committee on Testing Practices, September 1, 1997 Draft.

[*] Testing and Assessment APA policy and FAQ

[*] The Center for the Study of Testing, Evaluation, and Educational Policy (CSTEEP) at Boston College's School of Education.

  • Testing Students with Disabilities Spotlight Issue by the Consortium for Equity in Standards and Testing. "There are important educational and social policy reasons for granting modifications in testing for individuals with disabilities. There are also good reasons why testing programs feel that they must notify test score recipients when tests are given in nonstandard formats.... The laws governing admissions testing and higher education bar any labeling that could create potential opportunities for discrimination against persons with disabilities. Educational and testing practices and our legal and social policy goals are clearly in conflict here."

  • Standards-Based Reform and Students with Disabilities Spotlight Issue by the Consortium for Equity in Standards and Testing. "The educational policies and practices that focus upon common, standards-driven learning for all students conflict in many respects with policies and practices which promote a highly individualized approach to the education of students with disabilities."
[*] Americans with Disabilities Act Document Center

Testing Program Policies
Accommodations for Deaf Students with the Stanford Achievement Test Gallaudet Research Institute recommendations

[*] Educational Testing Service on Disabilities and Testing describing ETS policies and procedures related to individuals with disabilities. With links to disability-related information on AP, GMAT, GRE, PRAXIS, SAT, School Leadership, and TOEFL tests from "How to register for tests."

[*] ACT Assessment: Testing Options for Students with Disabilities

[*] General Educational Development Test (GED) American Council on Education

[*] American Association of Medical Colleges with links to Medical Education & Student/Applicant Information

[*] Law School Admission Test (LSAT): Accommodated Test Law School Admission Council

Institutional or Regional Policies
The Gallaudet Learning Disabilities Handbook by Cristina Berdichevsky and Harry Markowicz, coordinated by the Gallaudet Task Force on Learning Disabilities

[*] The Laurent Clerc National Deaf Education Center Handout Series

[*] Teaching students who have disABILITIES Brock University, St. Catharines, Ontario, Canada. Includes "Evaluation Accommodation Suggestions" and "Guidelines for Working with Students with Specific Disabilities"

[*] Learning Disabilities Online, a service of The Learning Disabilities Project at WETA, Washington, D.C., in association with The Coordinated Campaign for Learning Disabilities. This site is not targeted to deaf students.

Copyright © 2001, 2002 The National Task Force on Equity in Testing Deaf and Hard of Hearing Individuals
Gallaudet University, Washington, DC
Web site designed by: Carol Traxler (
Last update: August 2003