Applicant can request any combination of these accommodations:
1. 50% ET
2. 50% ET including unscheduled breaks as needed
3. Personal Medical Items
4. Other unique requests
BACKGROUND AND GOALS
Some candidates with disabilities have more extensive access needs, and these candidates will need to go through the Standard Process and provide sufficient documentation to allow us to fully understand their access needs.
Note that a specific diagnosis is not required, and accommodations decisions are not made on the basis of any particular diagnosis. Likewise, a formal diagnostic evaluation is not required, and we do not require extensive medical or psychological documentation. However, if such documentation is provided (Column C), it must meet our guidelines as described below.
The Standard Process requires any combination of the following:
1. TWO documents from Column A
2. ONE document from Column A + ONE document from Column C
3. ONE document from Column B + ONE document from Column C
4. ONE document from Column A + ONE document from Column B + ONE document from Column D
Individualized evaluation reportA. A Report from any of these sources:
- Medical or psychological professional
- Nurse Practitioner, Physician Assistant, Physical Therapist, or other medical or mental health professional involved in your ongoing treatment, therapy, or assistance
1. Be legible and printed in English
2. Signed and dated
3. Printed on the professional’s letterhead
4. If objective tests were administered, all scores and test-scores should be provided, using age-based norms unless unavailable
C. Qualifications of the evaluator: The evaluator must be a neutral, unbiased professional. Your supporting documentation should be from a qualified professional who has appropriate training and expertise. Documentation from friends or family members, even if otherwise qualified, will not be accepted. The qualified professional’s documentation must be objective. Typically, a qualified evaluator has a Master’s degree or higher in a relevant field, and licensure or other credentials in an appropriate discipline.
D. Currency: The documentation must be current, such that it can reasonably reflect your current levels of functioning, current limitations, and current access needs.
- No more than 1 Year prior to anticipated JDN exam date for physical disabilities, chronic health conditions, psychological, and psychiatric disorders.
- No more than 3 Years prior to anticipated JDN exam date for attention-deficit/hyperactivity disorder, learning, and all other disorders.
E. The documentation should demonstrate that you have a disability: Evidence that you are substantially limited in one or more major life activities, compared to most people in the general population.
- Regardless of your diagnosis, your documentation must establish that you are a person with a disability. That is, you must show that you are substantially limited, in a major life activity, as compared to most people in the general population (not as compared to your IQ or your college-educated peers). Likewise, simply demonstrating a significant discrepancy between test scores is not sufficient to demonstrate that you are disabled.
- Major life activities are central to daily life, such as seeing, hearing, reading, learning, walking, thinking, or major bodily functions. Narrow aspects of learning—such as “math fluency” or “oral reading rate” are not major life activities. Also, “test taking” is not a major life activity under the ADA.
- The appropriate reference group for establishing disability is MOST PEOPLE IN THE GENERAL POPULATION-- not college seniors, your own IQ, or other high-functioning populations.
- It is important to understand that simply having a valid diagnosis of a condition does not automatically mean that you are disabled.
- Note that speaking English as a second language is not a disability and will not be accommodated.
F. Demonstrate that you need accommodations in order to access the test.
- It is important for you and your evaluators to remember that unlike the school setting, accommodations under the ADA are meant to provide access to the test, not to enhance performance, allow someone to “reach their potential,” “do better on the test,” “finish the test,” “pass the test,” or achieve any other specific outcome.
- The ADA is outcome-neutral.It is possible that current or previous academic institutions have provided you with accommodations and support services that go above and beyond what the ADA requires, in order to help you “reach your potential” or otherwise be “successful.” However, our obligation is to ensure access to the test.
G. Content Requirements: The report must include:
- A discussion of the current functional impacts of the disorder/condition—not just on test-taking.
- A discussion of the current functional limitations likely to affect your ability to take the JDN exam under standard conditions.
- Specific recommendations for testing accommodations. Note that vague requests such as “extended time” or “magnification” will be returned as incomplete.
- A specific rationale for each requested accommodation. Simply naming your diagnosis is not an appropriate rationale. The rationale must make it clear how your requested accommodation(s) will reduce or remove specific barriers on the test, thus allowing you access.
- Evidence that the evaluator reviewed other sources of collateral or corroborating evidence, such as educational plans, transcripts, results of prior evaluations, or employment records. That is, the evaluator’s conclusions and recommendations should be based on a holistic review of multiple sources of information, not just subjective impressions, subjective self-report checklists, and test scores.
- If the report includes a diagnosis, it should include evidence as to how all ICD-9(10) or DSM-5 diagnostic criteria were met.
H. The report should include specific recommendations that are appropriate for the JDN task and the setting:
The task: The JDN exam is a standardized exam. This is different than other tasks for which you have been approved for accommodations, such as a non-standardized test in school. For example, a school may have approved the accommodations of “unlimited time” or “preferential seating” in class, but these accommodations would not be appropriate for a standardized exam.
The setting: The JDN exam is administered remotely with no other test-takers. Candidates are responsible for ensuring that their test-taking setting conforms to JDN guidelines. Within those guidelines, candidates are responsible to ensure that test-taking conditions are appropriate and meet any disability-related needs, such as being quiet, distraction-free, and have lighting and temperature that meet your needs.
I. Be reasonable. Accommodations will not be provided if they could compromise the security, integrity, or validity of the test.
Evidence of formal accommodations or support services provided in a post-secondary academic setting within the past 12 months.
- This evidence should be printed on the institution’s letterhead
- The documentation should outline the specific accommodations or support services that have been approved