Fair or Equal? Pace!

February 1, 2016

Providing opportunities for success for all students requires a clear understanding of the needs of each of them separately. Not everyone is able to learn the same way or in the same setting, some take longer to process information while others require special assistance in order to learn. For that reason it is imperative that special adjustment/accommodations can be made in order to ensure that everyone is able to succeed (Argosy University, 2014). According to the ADA act, accommodations to students with disabilities both mental and physical is a requirement in order to help those with disabilities succeed and to treat them with fairness and equally (Argosy University, 2014). Under the ACT policies, a student with disabilities can be eligible to have the time of the test extended for him/her for up to 50% or time and half, while other special considerations can also be emphasized based on the student’s needs.

According to ADA requirements and procedures for test accommodations must ensure fairness for all candidates, both those seeking accommodations and those testing under standard conditions. Accommodations must also be consistent with ADA requirements and must ensure that they are appropriate and reasonable for the documented disability. Accommodations must not result in an undue burden as that term is used under the ADA requirements, and finally, documentation for the diagnosis must meet guidelines that are considered to be appropriate by qualified professionals and must provide evidence that the person’s impairment substantially limits one or more major life activities (ADA, 2014). For those who are seeking accommodations, they must provide information about prior accommodations that were made in a similar setting in order to be qualify (ADA, 2014 and National Conference of Bar Examiners, 2014).

Having a disability can definitely put that individual at a disadvantage position in comparison to others without disabilities. so accommodations for the particular limitations of the disability in question is simply designed to minimize this disadvantage the one with disability may have as compare to others without it. It is a way to provide an equitable environment for the individual with disability in order to offer him/her the same opportunity everyone has to succeed in life, without feeling unfair or unequal to anyone (Argosy University, 2014).

Accommodations are by no means “fool-proof” and just like any other individual without disability, even with special accommodations a person may still fail to learn or to pass a test. The only thing accommodation or adjustments do is giving that person the opportunity to learn and a fair chance to show how much he/she has learned. So I believe that accommodations in testing for those with disabilities is fair and put them onto an even ground as compare to those without disabilities (National Conference of Bar Examiners, 2014).

 

 

 

 

 

References

ACT (2014). Services for Students with Disabilities. Data Retrieved on 09/21/2014, from: http://www.actstudent.org/regist/disab/

Argosy University (2014). Legal Issues and the Future of Testing. Data Retrieved on 09/21/2014, from: https://digitalbookshelf.argosy.edu/#/books/0558220215/pages/48403691?return=/books/0558220215/outline/15

National Conference of Bar Examiners (2014). ADA Testing Accommodations for Applicants with Disabilities. Data Retrieved on 09/21/2014, from:  http://www.ncbex.org/about-ncbe-exams/mpre/ada-testing-accommodations/

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