Testing Students with Disabilities

Abstract

The assessment of students with disabilities has taken on considerable importance since the passing of the Americans with Disabilities Act (ADA) of 1990, although most of the requirements for assessing students were previously justified legally based upon Section 504 of the Rehabilitation Act of 1973. Generally, the best methods for assessing students with disabilities coincide with legally defensible methods for this activity. Under ADA, a “disability is defined as (a) a physical or mental impairment that substantially limits one or more life activities, (b) a record of such an impairment, or (c) being regarded has having an impairment despite whether or not the impairment substantially limits major life activities” (Geisinger, 1994, p. 123). ADA requires that assessment of individuals with disabilities be performed with any reasonable accommodations being made. The word, reasonable, of course, is ambiguous and differs depending upon the circumstances of the assessment.

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