Changes to the Test Proctoring Program
NEW this year! QUEST Disability Services, with assistance from the Office of the Provost, made some changes to the Test Proctoring Program. In an effort to make test proctoring more efficient and sustainable, we have decided to go paperless! These changes will allow the program to successfully continue and provide support to students who need it.
Students requesting reasonable accommodations with respect to disabilities must obtain and provide to the College current (within three years prior to enrollment) documentation of their disability before the start of the session in which they are enrolling and requesting an academic adjustment or services. This documentation must support both that a student has a disability as well as the necessity of the requested academic adjustment or services. The primary purpose of this documentation is to determine a student's eligibility for accommodation and, if eligible, to help the College work interactively with a student to provide appropriate services. The College is not required, however, to provide accommodations that would result in a fundamental alteration to the nature of the program in which the student is enrolled or seeks to be enrolled, would create an undue financial burden on the College, or which would pose a threat to safety and security. General documentation requirements include, but are not limited to:
- Documentation is typically provided by a licensed or otherwise properly credentialed professional/medical specialist who has no personal relationship (i.e., family member or former school teacher or school counselor) with the individual but who is knowledgeable about the individual's disability and/or condition.
- Documentation must be typed or printed, dated, signed and legible with the name, title,
and professional credentials of the evaluator on official letterhead and define/explain:
- The clear description of the disability
- The description, name, and scores of the tests and assessments used, as appropriate
- How the condition was diagnosed
- The current existence of the disability and current need for an accommodation
- Functionality of the individual in an educational setting
- Expected progression or stability of the disability
- Rule-out statement that describes which academic and other functions the disability does not affect
- Recommended accommodations related to functional limitations and a rationale for how the requested accommodation remedies the functional limitation
- Date of observation
The above criteria are general guidelines only; the type of documentation will vary according to the disability. For students with learning differences, it is preferable that the student provide a full and recent psycho-educational evaluation. In addition, in some instances, a student may be requested to provide updated or augmented documentation in order to be reviewed more fully before being considered for services. It is possible that in reviewing a student's specific accommodation request or the recommendations of an evaluator, the College may find that while the recommendation is clinically supported, it is not the most appropriate accommodation given the requirements of a particular student's academic program. In addition, the College may also propose accommodations that would be appropriate and useful to the student, but which neither the student nor the evaluator have requested. The College appreciates that student disability records contain personal and confidential information. Such documentation is maintained in a confidential file in the QUEST office and is considered part of a student's education record and will only be disclosed with a student's permission or as permitted by law (e.g., in the event of a health or safety risk). However, at times, in order to evaluate and/or provide requested or recommended services and accommodations, it may be necessary for the College to disclose disability information provided by a student or a student's healthcare provider to appropriate College personnel participating in the accommodation process and who have a legitimate need to know more and review the file.
If documentation provided by a student does not support the existence of a disability or the need for an accommodation, the student will be advised and will be provided an opportunity to supplement the initial documentation with further information from a physician, psychologist, or other appropriate specialist. In the event a student's accommodation request is denied, a student may appeal that decision by utilizing the appeal/grievance process found below.