MCAT Exam * MCAT Special Acommodations * MCAT Extended Time * MCAT Learning Disabilities * MCAT Dyslexia * MCAT ADHD* MCAT Attention Deficit Disorder * MCAT Americans With Disabilities Act, A.D.A.
APPLYING TO MEDICAL SCHOOL
About the MCAT (pdf, 24pgs)
The Medical College Admission Test (MCAT) is a standardized, multiple-choice examination designed
to assess problem solving, critical thinking, and writing skills in addition to the examinee's knowledge
of science concepts and principles prerequisite to the study of medicine.
Scores are reported in each of the following areas:
- Verbal Reasoning,
- Physical Sciences,
- Writing Sample,
- and Biological Sciences.
Medical college admission committees consider MCAT scores as part of their admission decision
process. Almost all U.S. medical schools require applicants to submit MCAT scores during the
application process. Many schools may not accept MCAT scores if taken more than three years ago.
Applicants should refer to the Medical School Admission.
Extended Time Accommodations
Americans with Disabilities Act, A.D.A. allows students with a qualifying learning disability diagnosis to
receive special accommodations when taking the MCAT exam. The documentation is extensive and
must show that the learning disorder significantly interferes with the ability to take the test under
regular conditions. - We specialize in assessing and providing documentation for Board Exams.
The MCAT and Medical Board 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 on two different days, and the additional
reference scoring in the MCAT Evaluator Form and Score Summary Form add to the additional time
and cost of standard psychoeducational assessment.
Click Here for the MCAT Accommodations Website
Testing for accommodations is typically 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 MCAT 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 MCAT office of disability accommodation and you will be given an
additional copy of all documentation and forms for your personal records.
We have been providing documentation for the MCAT /LSAT 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.
Click here for the MCAT Website
The average assessment and documentation costs for the MCAT 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 longer than a standard assessment for learning
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
|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 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.
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|Dr. Stephen Mouton, Psychological Testing, FAQs, ADHD, Attention Disorders, Learning Disorders, Dyslexia, Dysgraphia, Academic
Testing, IQ testing, Intelligence, Math Disorders, Writing Disorders, Concentration Problems,Special Accommodations SAT, ISEE, ACT,
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Office Testing: Brentwood, Pasadena, Newport Beach
|Video aired on March 30, 2006 and repeated on March 31, 2006- ABC News: Nightline
Video Segments were taped by an ABC News Nightline Camera Crew at Dr. Mouton's Office in
Jake Tapper, Interviewer (Washington), Dan Morris ,Producer (New York)
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