ACT Policy for Documentation to Support Requests for Testing Accommodations on the ACT (No Writing) or ACT Plus Writing

Requests for accommodations are initially reviewed by trained ACT staff who look for specific information on the request form and in the accompanying documentation. If a staff member determines that some or all of the documentation is missing or inadequate, ACT will request the additional information. The ACT request form asks the applicant (and the student's parent or guardian, if the student is under 18) to sign a statement authorizing release to ACT of diagnostic information by school officials. On the basis of this release and in an effort to ensure timely processing, ACT frequently contacts the school official who completed the initial request form to request missing information, rather than the applicant.

If the initial reviewer determines that the request appears complete, it is submitted to a staff specialist for the next level of review. The specialist might:

• approve the request and send it on for processing,
• submit the request to an expert reviewer with specific training in an appropriate clinical area, or
• determine that documentation is missing or otherwise insufficient.

Expert reviewers might be consulted to review documentation regarding cognitive or learning disabilities, for sight and hearing impairments, and for other physical conditions. If either the ACT specialist or the expert reviewer determines that documentation is lacking, the applicant is notified, usually by mail, and given the opportunity to submit additional documentation. If time does not allow for resolution prior to the requested test date, the applicant's request will be considered for a later test date.

If the only accommodation requested and approved for national testing is extended time, the examinee is notified on the admission ticket, and the test center is notified on a separate roster. If other accommodations are approved for national testing, ACT staff contact the test supervisor at the requested site to determine whether the center will be able to provide the approved accommodations. If the requested test center is unable to provide all the approved accommodations, another location (usually the applicant's indicated second choice) is contacted. Once a site is determined, a confirmation letter is sent to the test center supervisor, identifying the examinee and confirming the reporting time, the reporting location, and the precise accommodations to be provided. The examinee is sent a copy of this letter.

Documentation Requirements

Qualified Diagnosticians

The administration of diagnostic assessments, determination of specific diagnoses, and recommendation of appropriate accommodations must be made by a qualified professional whose credentials are appropriate to the disability. The name, title, and professional credentials (e.g., degrees, areas of specialization, license or certification, employment) must be clearly stated in the documentation. For physical disabilities, documentation must be provided by a qualified physician.

Currency of Submitted Documentation

To best assess the current impact of an examinee's disability or functional limitations as they apply to the test-taking process, the documentation must be sufficiently current and appropriate to the particular disabling condition. For the ACT, the disability must have been diagnosed or reconfirmed by a qualified professional within the three academic years prior to the date of the request.

Students applying for accommodations on the ACT who have current reconfirmation of a diagnosis originally made early in the student's educational life and a history of accommodation on the basis of that diagnosis normally need not submit full documentation. Instead, ACT usually accepts the school's verification of appropriate documentation on file at the school. However, ACT reserves the right to request copies of documentation from the school to verify compliance. In cases where the initial diagnosis was made or the school accommodations plan was first effective less than 3 years prior to the request for accommodations, full documentation must be submitted with the request.

In addition to the diagnostic documentation, applicants are asked to submit information regarding whether accommodations have previously been provided in an academic setting or on other standardized tests due to the disability. For the ACT, documentation of prior accommodations often takes the form of a current Individual Education Plan (IEP) or Section 504 Plan. If the applicant has not had prior accommodations, full documentation must be submitted with the request.

Substantiation of Diagnosis

Documentation must provide a comprehensive evaluation with objective evidence of a substantial functional limitation. The information needed for each general category of disability is provided below.

• Learning Disabilities: The applicant must provide the results of age-appropriate diagnostic testing performed by a qualified professional. Documentation, including all standard scores and percentiles (including subtests) which are reliable, valid, and standardized measures, must address the following:
  
  
  1. Description of the presenting problem(s) and its (their) developmental history, including relevant educational and medical history
  2. Neuropsychological or psychoeducational evaluation which includes results of an aptitude assessment using a complete and comprehensive battery
  3. Results of a complete achievement battery
  4. Results of an assessment of information processing
  5. Other appropriate assessments for consideration of differential diagnosis from co-existing neurological or psychiatric disorders
  6. Specific diagnosis and evidence that alternative explanations were ruled out
  7. Description of the functional limitations supported by the test results and a rationale for the recommended accommodations specific to those functional limitations
  
  
• Attention Deficit/Hyperactivity Disorder: ACT has adopted documentation guidelines consistent with those developed by the ADHD Consortium (see Appendix). The applicant must provide diagnostic results from an evaluation by a qualified professional. Documentation must address the following:
  
  
  1. Evidence of early impairment which, by definition in the Diagnostic and Statistical Manual of Mental Disorders (4th Ed.) (DSM-IV), is first exhibited in childhood and manifests itself in more than one setting
  2. Evidence of current impairment including:
     a. statement of presenting problem
     b. diagnostic interview
  3. A ruling out of alternative diagnoses and explanations
  4. Relevant testing using reliable, valid, standardized and age-appropriate assessments
  5. Number of applicable DSM-IV criteria and description of how they impair the individual
  6. Specific diagnosis
  7. Interpretive summary including a discussion of how the effects of ADHD are mediated by the recommended accommodation(s)
  
  
• Visual Impairment: The applicant must provide diagnostic results from a complete ocular examination performed by an optometrist or ophthalmologist. Documentation must address the following:
  
  
  1. Chief complaint and history of impairment
  2. Test results, including visual acuity, complete ocular motility exam (versions, tropias, phorias, stereopsis), slit lamp exam, visual field, pupil exam, optic nerve, and retina
  3. Specific ocular diagnosis
  4. Description of functional limitation and supporting evidence that the abnormality impedes functioning in settings such as standardized testing
  5. Discussion of the extent to which the limitation has been addressed through glasses, contact lenses, or other treatment or devices
  6. Specific recommendation for accommodation(s) and accompanying rationale
  
  
• Hearing Impairment: The applicant must provide diagnostic results from a full hearing test performed by a qualified professional. Documentation must also address the following:
  
  
  1. Relevant medical history, including date of hearing loss
  2. Related educational development, especially effect on reading ability and processing speed
  3. Specific diagnosis
  4. Description of functional limitation (with and without any hearing aids or other assistive devices or treatments)
  5. Specific recommendation for accommodation(s) and accompanying rationale
  
  
• Other Physical Disorders: The applicant must provide diagnostic results from an appropriate medical examination that documents the relevant medical history, provides a description of functional limitation, and states a specific recommendation for accommodation(s) and accompanying rationale.

Each request for accommodation is evaluated on a case-by-case basis using the information described above. If a particular element of documentation is not provided, the diagnostician must explain why it is not included in the submission.

Recommendation for Accommodation

Requests for accommodation must specifically address the functional limitation of the disability. The diagnostic report must include specific recommendations for accommodations as well as an explanation of why each accommodation is recommended and how it alleviates the impact of the impairment when taking a standardized test. The diagnostic information provided must be age-appropriate for the population of examinees taking the test. The evaluator(s) must describe the impact, if any, that the diagnosed disability has on a specific major life activity as well as the degree of significance of this impact on the individual in a testing situation. The evaluator must support recommendations consistent with specific functional limitations as determined by objective data substantiating a history of functional impairment, appropriate test results, clinical observations, and a comprehensive diagnostic interview.

It is important to recognize that accommodation needs can change over time and are not always identified through the initial diagnostic process. Conversely, a prior history of accommodation does not, in and of itself, and without supporting documentation of a current need, warrant the provision of a similar accommodation. If no prior accommodations have been provided, the evaluator(s) and/or qualified school officials must include a detailed explanation of why no accommodations were used in the past and why accommodations are needed at this time.

If recommended accommodations are not clearly identified or supported in a diagnostic report, ACT will seek clarification and, if necessary, more information. ACT will make the final determination regarding appropriate and reasonable testing accommodations on the ACT (No Writing) or ACT Plus Writing for individuals with documented disabilities.

Confidentiality

All documentation submitted to ACT is kept confidential, and is used solely in connection with the applicant's request for accommodations. Test supervisors are also instructed to treat as confidential all information they receive relative to the examinee's disability and accommodations. ACT Score Reports do not include any specifics about the disability, accommodations provided, or time allowed.

Appendix

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