GMAT Extended Time Accommodations
What the GMAT Measures
The GMAT® measures basic verbal, mathematical, and analytical writing skills that you have developed over a long period of time in your
education and work.
It does NOT measure:
* your knowledge of business
* your job skills
* specific content in your undergraduate or first university course work
* your abilities in any other specific subject area
* subjective qualities-such as motivation, creativity, and interpersonal skills
Format and Timing
The GMAT® consists of three main parts, the Analytical Writing Assessment, the Quantitative section, and the Verbal section.
Analytical Writing Assessment
You begin the GMAT® with the Analytical Writing Assessment (AWA). The AWA consists of two separate writing tasks-Analysis of an
Issue and Analysis of an Argument. You are allowed 30 minutes to complete each one.
Following an optional five-minute break, you begin the Quantitative Section of the GMAT®. This section contains 37 multiple-choice
questions of two question types-Data Sufficiency and Problem Solving. You will be allowed a maximum of 75 minutes to complete the
After a second optional five-minute break, you begin the Verbal Section of the GMAT®. This section contains 41 multiple choice
questions of three question types-Reading Comprehension, Critical Reasoning, and Sentence Correction. You are allowed a maximum
of 75 minutes to complete the entire section.
The GMAT and Bar Exams require specialized documentation above the average documentation neccessary for other types of
undergraduate board exams such as the S.A.T. The additional requirements of specialized tests such as the Nelson-Denny Reading
Comprehension Test administered under timed and extended timed conditions, and the additional reference scoring in the GMAT
Evaluator Form and Score Summary Form add to the additional time and cost of standard psychoeducational assessment.
Testing for accommodations can take 6- 8 hours and the accompanying documentation includes sending your previous SAT scores,
high school and college academic transcripts, as well as any documentation of special accommodations you have received up to this
point; also reasoning in the documentation of the psychoeducational assessment.
The link below will connect you with the forms and documentation requirements by the GMAT site. However, we have all the forms
completely filled out for you when the assessment is completed and ready to be sent in by you to the GMAT office of disability
accommodation and you will be given an additional copy of all documentation and forms for your personal records.
Register as a Test Taker with Disabilities
We have been providing documentation for the GMAT/ LSAT / MCAT and other exams since 1989 and are specialists in knowing what
is necessary to qualify for extended time, as well as providing and administering the required tests to minimize your chances of rejection
for incomplete documentation.
The average assessment and documentation costs for the GMAT exam, which includes administering a full psychoeducational
assessment, including tests of cognitive ability, academic performance, the Nelson-Denny Reading test (required) under timed and
extended time conditions; and additional tests measuring information processing; as well as the required extended interview included in
the developmental history and psychosocial information is 2 hours longer than a standard assessment for learning disabilities.
Once the assessment, diagnosis and documentation are complete and eligibility for extended time is confirmed under the Americans
with Disabilities Act, special accommodations may be extended into the school classroom and workplace based on how the diagnosis
impacts learning and work place functions.
|AVOID DOCUMENTATION MISTAKES!!
One of the biggest mistakes made by students submitting for first
time accommodations is providing inadequate documentation,
outdated documentation, documentation from the wrong version of
tests, using an unlicensed or inexperienced examiner or requesting
accommodations that the test scores do not justify. After the
request is denied, it becomes the student's responsibility to submit
results from the correct tests and/or provide additional assessment
evidence of a disabililty to be reconsidered for accommodations.
|ADVICE FROM DR. MOUTON
"Before you invest in the extensive assessment and documentation
process, try taking one of the practice tests (GMAT) under time and
half conditions (regular time plus 50% more time) at home or in the
library to simulate a testing environment. If you have atleast a 20%
or better score than the regular time condition, than it is likely that
you may benefit from extended time accommodations. Unfortunately,
there is no guarantee how the assessment scores will turn out, but
this is one informal way (as a percentage) of finding about how
much better you would do under special accommodations."
Considerations about Testing Accommodations on Postgraduate and Licensing Exams
By Dr. Sharon Teruya, Learning Disabilities Specialist, UCLA
Jo Anne Simon, a leading disability rights attorney, states that the testing agencies and licensing boards (e.g., MCAT, LSAT, GRE, etc.) or professional
licensing exams (e.g. bar exam, medical licensing exam, etc) are now more restrictive in their interpretation of the Americans with Disabilities Act and thus it is
getting tougher for students to be granted accommodations, even though accommodations were received at institutions like UCLA.
The ADA does not define the terms "physical or mental impairment," "substantially limits," and "major life activities" so that it has been a source of interpretive
disagreement in the courts.
This recent trend in conservatively interpreting the law is exemplified in the case of Gonzalez v. National Board of Medical Examiners (MBME) which was ruled
on this past August. Mike Gonzalez, a medical student at the University of Michigan, took the Board to court for refusing to grant him extra time on the USMLE
Step 1 exam. Mike was receiving the accommodation of extra time on exams at the U.M. Medical School as he had received for exams taken during his last two
undergraduate years at UCD.
The court ruled in favor of the NBME which argued that Mike is not disabled under the Americans with Disabilities Act. The MBNE had convinced the court that
Gonzalez: 1) did not have a disability because his assessment for a learning disability indicated that his reading ability fell within the average to superior range
when compared to "most people" and 2) that he did not have disability that affected the major life activity of working.
* The court justified their ruling based on the premise that Mike's abilities, while they may be discrepant from his medical school peers, were not discrepant
from the abilities of the "average" person and did not substantially limit a major life activity using the experience of "most people" as a referent group.
Since the Gonzalez case was decided, a major case concerning academic accommodations was ruled on by an appellate court in New York. In this case Jo
Anne Simon and her client, Marilyn Bartlett, contested a ruling by a district court in favor of the New York State Board of Law Examiners' denial of
accommodations to Dr. Bartlett. In contrast to the court hearing of the Gonzalez case, this court compared Dr. Bartlett to her peers who had "comparable
training, skills and abilities and also deemed the bar examination as having implications for a major life activity. The ruling on the Bartlett Case is seen as
setting an encouraging precedent for individuals with learning disabilities.
Given the mixed conclusion of the courts and the uncertainty of how other and future courts will rule on what determines a disability and what defines a major
life activity, the request for accommodations should be viewed with caution. Barbara Guyer, Ed.D., Director of Marshall University's H.E.L.P. Program and a
program for premedical students who have learning disabilities, advises her students to prepare for their postgraduate entrance exams as if they were not
going to receive testing accommodations.
The professional staff who review applications for special accommodations on the GMAT, MCAT and LSAT strongly recommend that one should submit
applications for tests and special accommodations as early as possible. This is especially important because significant numbers of students provide
inadequate or unacceptable documentation of their disability. The requirements for documentation can vary from school to school or testing organization to
testing organization. One needs to be sure of exactly the type of testing that is required to show a disability as well as what professional with what type of
licensing is allowed to make a specific diagnosis. It would not be too early to begin investigating what and when one needs to submit one's application and
documentation for testing accommodations. Some testing organizations may require that you send in your application earlier than the general application
closing date. If one's request for accommodations is denied an early submission of an application may provide one with enough time to appeal the decision
and obtain the necessary additional testing that may be required. In some instances one may need to obtain grade school report cards and progress reports
to support a diagnosis. Many postgraduate school exams are given in the Fall of the student's senior year so Spring quarter should be the latest time when
one should begin to look into what is needed to apply for an exam and accommodations. If one has applied for the test once before, one should be sure to
take care in finding out if the requirements for accommodations are the same as when one last applied. Testing agencies may make modifications in the
process or requirements for accommodations.
Besides preparing for the application for postgraduate entrance and licensing exams, one should prepare for a major test in other ways. Dr. Guyer suggests
that students regulate their life styles with the incorporation of exercise, adequate amounts of sleep, and a balanced diet into their daily routine. She feels that
this is especially important for students with learning disabilities and AD/HD. She also recommends experimenting with the use of earplugs when studying and
taking tests for college courses to test them out or acclimate to them before the major exam. Finally, Dr. Guyer recommends that if one needs to take
medication, begin treatment as early as possible before the testing date. Often medication dosages may need to be adjusted or even trials of different
medications may be required.
In summary if you are applying to take an examination for entrance into graduate school or for licensing, remember the following points:
* Begin the application process very early.
* Make sure you understand what specific tests are acceptable and what specifically needs to be addressed in an evaluation report to
document your disability.
* Be sure the individual who is documenting your disability has the professional credentials approved of by the testing organization or
* Make sure you know how recent your disability documentation needs to be.
* Find out if application deadlines for accommodations are earlier than the general application deadlines.
* Don't expect that you will receive testing accommodations just because you have received them in the past.
* Prepare for the exam as if you will not receive accommodations.
GMAT Exam * GMAT Special Acommodations * GMAT Extended Time * GMAT Learning Disabilities * GMAT Dyslexia * GMAT ADHD* GMAT Attention Deficit Disorder * GMAT Americans With Disabilities Act, A.D.A.
|Dr. Stephen Mouton, Psychological Testing, FAQs, ADHD, Attention Disorders, Learning Disorders, Dyslexia, Dysgraphia, Academic
Testing, IQ testing, Intelligence, Math Disorders, Writing Disorders, Special Accommodations SAT, ISEE, ACT, GMAT, MCAT, LSAT
Office Testing: Brentwood, Pasadena, Newport Beach
|Video aired on March 30, 2006 and repeated on March 31, 2006- ABC News: Nightline
Jake Tapper, Interviewer (Washington), Dan Morris ,Producer (New York)
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