Accommodations and Test Taking Strategies on GED Tests

Hi group members,

The topic of Accommodations and Test Taking Strategies on GED Tests generated such a good response within Laura Digalbo's guest discussion, that I wanted to begin a separate, new discussion thread to allow this topic to continue.

Below, I have copied and pasted all the pertinent messages on this topic.  Each individual message is separated by a solid black line below it to separate it from the next message.

Please feel free to continue your interesting discussion within this discussion strand.

 

Thanks,

Rochelle Kenyon, SME

 

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Working with ADD/ADHD in a combination ABE/GED Classroom

 

Hi

Also the process of accommodations on the new GED seem a little confusing. How can we as teachers help them understand this process?  Thank you,

Debra Burdman

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Response regarding 2014 GED Test

Ms. Burdman,

You are correct. There are many changes to the 2014 computer-based GED Test for all students as well as for students seeking an accommodation.  The steps for obtaining an accommodation are very different.  GED Testing Service (GEDTS)  must approve an accommodation even before a student can schedule to take the assessment at an approved testing center.  Look at  http://gedtestingservice.com/testers/computer-accommodations  for these steps.  If a student is requesting an accommodation for the new test, he or she must:

-Completing the accommodation process (choosing the disability request form closest to the disability and having it completed and signed off by a medical professional and all appropriate persons),

- Clicking onto MyGED at  http://ged.com  and follow the directions once the student logs in, and

-After approval, GEDTS will give the student a telephone number to call and schedule an accommodated test.

If the student decides he or she does not want an accommodation, the student should call 877-392-6433 to the accommodation cancelled by GEDTS.  If an accommodation was approved in 2013, the student should email  flgedhelp@fldoe.org  and include his or her name, date of birth, and the approximate date of the 2013 approval. The Florida GED Test staff will work with GEDTS to get the accommodation transferred to 2014.

Good resources:

GEDTS has developed a FAQ on the new test at  http://www.gedtestingservice.com/testers/mygedfaqs

Official Florida GED Test staff website at  http://ged.fldoe.org

GED Program Manager, Florida Department of Education 850-245-0449 or Toll-free 877-352-4331 (Florida residents only)

Pamela Shrestha, Division of Career and Adult Education, Florida Department of Education

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ADHD and accommodation on the GED

It used to be that quite a few accommodations that help persons with ADHD were allowed on the GED WITHOUT formal documentation.  These were things such as colored overlays (and there is a high correlation between visual stress syndrome and ADHD issues), visors, and Koosh balls or something to fidget with.   I know these things were listed in the handbook for testers.  Is this still the case?  Since the GED is on the computer, is it possible for test-takers to change the color of the background on the screen?  This can make a huge difference in being able to focus and read without discomfort for many.  Some people with visual stress syndrome find that hanging a colored overlay over the screen can help if the screen color cannot be changed.   It may be worth it for this young man and others with trouble focusing to do a lot of self-awareness work and figure out just what does help with focus while working on a computer.  Some people are so bothered by an uncomfortable chair, by extraneous noises or light, or other stimuli on top of the nervousness that taking the test can cause that they are at an extra disadvantage.  Having as much awareness of oneself and what really helps or doesn't help can be an advantage going into the test taking situation-- this can include the effect of color backgrounds on reading, whether having something to manipulate while thinking is helpful, etc.  

Robin Lovrien (Schwarz), M.Sp. Ed: LD; Ph. D,  Consultant in Adult ESOL and Learning Difficulties , Steuben, ME

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Accommodations and Test Taking Strategies on GED Tests

Hi Robin,

Your comments reflect a topic that is important to me.  The majority of teachers I have trained were not aware of these test-taking strategies/accommodations.  Even in groups of local GED Examiners, the use of these strategies was not well known or asked for.  They can make a huge difference in the testing experience for students with disabilities.

I am including the actual list below:

Accommodations and Test Taking Strategies That Do Not Need Approval on the GED Tests

Some accommodations do not require special approval. Also, many people with disabilities have devised, or learned, strategies that help them compensate for their disability, and of these strategies do not require special approval. Some examples are:

  • Using the large-print version of the test—without extended time
  • Use of a straight-edge (no markings) or guide to facilitate the reading of the text, assists spatial orientation
  • Using colored overlays for reading
  • Use of clear transparencies and highlighters
  • Use of Post-it Notes/Flags for spatial orientation
  • Requesting to sit near a window, or away from fluorescent lights, etc., when possible
  • Using graph paper for working through math problems
  • Taking individual tests on different days (granted at discretion of the center and based on available staff)
  • Priority seating
  • Earplugs (disposable, assists concentration)
  • Wearing baseball cap with brim to eliminate glare
  • Sitting next to a fan, heating/ac unit, etc. (to block out distractions)
  • Other devices as deemed appropriate:   GED Testing Service allows all other devices as long as they compensate for the disability and do not provide an unfair advantage.     

I would like to see this topic as a separate, new discussion thread.  Robin, would you like to start one?

 

Thanks for your contributions, Robin

Rochelle Kenyon, SME

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Accommodations on the GED

Hi,

Actually the accommodations listed in your post are for the paper test that expired in Dec of 2013.  GED 2014 candidates can no longer bring anything in to the testing room. This includes, graph paper, post-it notes, colored overlays or a straight edge. No hats either! However, they can make the font bigger and change the colors (without an accommodation)  so that will help. This is on the My GED site after they create an account. Seating preferences are ok too.  Also, the paper test is only given now as an accommodation.   I realize there is still a Minor Modifications page on gedtestingservice.com/accommodations  that lists these things as acceptable. However, it says to get approval from your GED Chief Examiner and there is no such person anymore at the local level since the beginning of this year. Hence the confusion!!  Maybe it is possible but I'm not aware that we allow these minor modifications. Canada still has the GED paper test so maybe it is geared to them?  Hope this helps eliminate some of the confusion. 

Joansd

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Accommodations on the paper version of the GED Tests

Hi Joansd,

Thank you for adding that clarification.  I should have been more specific in my message that it pertained to paper tests.

I am interested in your following statement --  "...it says to get approval from your GED Chief Examiner and there is no such person anymore at the local level since the beginning of this year.  Do you mean there is no GED Chief Examiner in your local area?  Is there is a specific reason for that?  How has that affected your GED test takers?

Rochelle Kenyon, SME

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GED Accommodations in Corrections

Good morning-

How does this impact students with disabilities in corrections education that still qualify for Special Education services?  In most cases, the student will not have access to a medical professional who can sign off that this student has a confirmed disability.   Will the accommodations identified in their most recent eligibility report and IEP be sufficient?

Respectfully,

Ted Oparnico

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Disability documentation for the GED accommodations

it is so important for us, as educators, in Adult Ed to understand that we function under the guidelines of the ADA and not IDEA [which covers k-12]. Because of the difference in the law the student must present documentation from a professional in the field of the disability in order to be considered for accommodations in the adult world. This goes for adult ed, post secondary ed and employment. IEPs, while containing interesting information about what strategies  that have worked in the past are NOT sufficient to document a disability [the first step toward obtaining an accommodation]. Even for students identified with an intellectual disability or learning disability by a k-12 school psychologist the IEP alone is not sufficient. The actual assessment report from the school psychologist must be included.  The short answer to Ted's question in NO the IEP is not sufficient. Not the answer we hope for, I know!  

Lauri Digalbo

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Accommodations for GED

Laura-

Thank you for your feedback.  I know that an IEP by itself is not sufficient.  However, I want to understand your response correctly.

If a student has an Eligibility report to include the necessary assessment documentation report, generated and confirmed by a professional school psychologist in the field, that the summary diagnosis identifies a specific disability for an individual student as well as the necessary accommodations, then the psychologist's report would be sufficient.   Am I correct in saying that?   

Respectfully,

Ted Oparnico

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Accommodations and the GED

I really like info that Rochelle posted including strategies that students can use that are not considered accommodations under the law. These are very important as so many of our students do not have documentation of a disability and therefore are not eligible for formal accommodations.  I find it helpful to have that list of  possible ways to "focus attention " in my arsenal so that when a student reports difficulty focusing the teacher can pull it up and engage in a discussion with the student to see if there is one that might help. Since there all sorts of reasons why students can't focus attention, some disability related, but many not. This "engagement tool" becomes a universal design strategy to help all students. It is also very exciting for students to realize the many ways they are to learn.

I do have one caution though. If the student responds to a strategy that we know through our knowledge of the GED accommodation process, will not be allowed generically and therefore will require documentation. And if that student has no way to get documentation then we have an ethical [my word] obligation to not only to tell the student but to attempt in every way possible to diminish his/her reliance on that accommodation for one that is generic. I have found it heart breaking to see a student get through GED class, be ready for the test, only to realize the very method that he/she came to rely is prohibited for the high stakes test.

   Lauri DiGalbo

 

 

 

 

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