How Does the Language and Structure of ADA Accommodation Policies in High-Stakes Exam Materials Reflect Inclusivity and Support for Neurodiverse Individuals?
Publisher
The University of Arizona.Rights
Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction, presentation (such as public display or performance) of protected items is prohibited except with permission of the author.Abstract
This study seeks to understand the role of ADA accommodation policies in shaping the experiences of neurodiverse test-takers. By conducting a thematic analysis of policies from major testing organizations including the SAT, ACT, GRE, MCAT, LSAT, and GMAT this research identifies key themes in language framing, policy structure, and implementation inconsistencies. The study applies Universal Design for Learning (UDL) and self-determination theories to assess how accommodations are framed as either essential rights or exceptional provisions. Findings indicate that deficit-based language, complex application processes, and inconsistent implementation contribute to accessibility barriers for neurodiverse individuals. The study concludes with recommendations for policy revisions to foster inclusivity, ensure equitable testing environments, and align accommodation frameworks with best practices in educational accessibility.Type
textElectronic Thesis
Degree Name
M.A.Degree Level
mastersDegree Program
Graduate CollegeEducational Psychology