1. Introduction

In recent years, the educational landscape has seen a significant shift towards inclusivity, recognizing the diverse needs of students with disabilities. As part of this transformative journey, it is essential to ensure an inclusive and accessible test-taking environment for all learners. Standardized tests are regularly used in the education systems across the United States. Nevertheless, certain aspects of these tests can make it difficult or unjust for certain groups of students to take them, especially those with disabilities (SWD) [1]. In traditional examination structures, students with disabilities will not only face difficulties in physically navigating the testing platform but also cognitive constraints, which demand additional time for concentration, comprehension, and writing responses [1]. Certain educational institutions employ standard testing accommodations facilitated by their Disability Resources Center (DRC) or equivalent office to support students with special needs during the examination process [2]. Testing accommodations are modifications to how a test is given, like making it more significant for more effortless reading or giving extra time to finish it [3]. These accommodations encompass a range of services, such as sign language interpreters, text-to-speech technology, extended time allowances, large print materials, and specialized input devices like trackballs [4]. These adjustments will not alter what the test is meant to measure. Even with these accommodations, students with disabilities must take the same test and achieve the same level of skill as students who do not get these changes [3]. With the growth of online testing platforms and technology, there is a growing need to assist a diverse range of students with unique requirements, especially students who are suffering from limited physical movements and cognitive disabilities [5]. Therefore, a dilemma arises as the original intention of testing knowledge through exams unintentionally transforms into a test of one's aptitude in navigating logistical and technical obstacles.

There are two critical factors in current test-taking technology and platforms, including time constraints and cognitive overload. Firstly, students with limited physical movements inherently require more time than their fully abled peers since they will spend more time struggling with typing or even selecting options [2]. Secondly, cognitive demands mean that they need extended periods and efforts to process and understand the content [2]. The primary concern is how to ensure equal opportunities for all individuals in the context of test-taking.

Several interventions have been proposed, with many educational institutions leaning on regulations like the Americans with Disabilities Act (ADA) to guide accommodations. ADA mandates that educational institutions provide necessary accommodations to ensure that students with disabilities are not disadvantaged in the testing process [6]. This federal law prohibits discrimination on the basis of disability and applies to various aspects of life, including education. Yet, the reality of implementing these accommodations is packed with challenges. Budgetary constraints, limited resources, and the sheer diversity of student needs make it difficult for institutions and instructors to provide personalized solutions for all.

Some common test accommodations range from extended time to human-assisted test-taking, as well as alternative test formats such as Braille, large print, or audio presentations. These strategic modifications aim to bridge the evident divide between regulatory frameworks and their on-ground implementation for students with special needs [7]. Yet, while these accommodations offer promising avenues for an equitable test-taking environment, they also come with challenges. A recurring concern is the consistency in the application and effectiveness of these accommodations. Furthermore, despite their potential benefits, the integration of these test accommodations into the mainstream educational framework is still encountering some growing pains, including budgetary constraints, the magnitude of effort required for integration [8], and a lack of awareness about the value and importance of these accommodations.

This paper examines challenges in existing test accommodations for learners with special needs, critically evaluates the efficacy of current solutions, and underscores the prevailing gaps in the system. Emphasizing the potential of educational technology, this review provides insights into how educational institutions can utilize technological advancements to alleviate existing burdens. This review also introduces an innovative adaptive test-taking platform that revolutionizes how educational institutions could help individuals with disabilities approach test accommodations. Ultimately, the overarching aim is to ensure that every student, regardless of physical or cognitive constraints, is granted an equitable opportunity to demonstrate their true academic potential.

2. Current Applications

2.1. Extended Time

As the most widely used test accommodation in education, extended time allows students with specific disabilities who require additional time to process and respond to examination questions effectively while ensuring the test remains fair and integrity [9]. The primary goal of this accommodation is to ensure fairness by allowing the test to assess a student's knowledge and skills without being influenced by their disability [10].

An intricate procedure is needed by the students with special needs to request this test accommodation with corresponding specialists and departments. Initially, the students will conduct a comprehensive assessment, typically led by educational psychologists or special education professionals, to determine their specific needs in the test-taking environment. An Individualized Education Plan (IEP) or a 504 plan is crafted based on the evaluation report done by these psychologists and professionals, specifying the amount of additional time required by the students, which can range from time-and-a-half to double or even triple the standard test time [11]. The exact portion of extra time is tailored based on the student's unique requirements. During the test, proctors are trained to monitor the time carefully, ensuring that the student receives the exact additional time prescribed in their accommodation plan. Throughout this process, the aim remains to create an environment where the student's capabilities are assessed in the most equitable manner possible.

2.2. Human-Assisted Test-Taking

Human-assisted test-taking, often referred to as the use of a human assistant during assessments, is an accommodation designed to support students with disabilities that may impede their ability to take tests independently. At its essence, this method involves matching a student with a trained individual who can communicate in the language of the curriculum and establish well-defined roles and clear boundaries for supporting the student. Their role may include assisting in tasks such as reading out questions, scribing answers, or manipulating test materials based on the student's verbal or signaled instructions [12]. The foundational principle of this accommodation is to bypass barriers presented by the disability, allowing the student to be evaluated based on their knowledge rather than their ability to interact with the test physically.

Several steps are crucial to implement human-assisted test-taking effectively. Firstly, a detailed assessment of the student's needs is undertaken, typically by educational professionals or psychologists, to determine the specific type of assistance required. Following this, the selected assistant undergoes training to familiarize them with the protocols, ensuring impartiality and maintaining test integrity [12]. On test day, clear guidelines are set to govern the interaction between the student and the assistant. For instance, the assistant may be instructed only to write or speak verbatim what the student communicates, avoiding any interpretation or guidance [1]. Ultimately, the aim is to create a testing environment where the student can fully express their knowledge and understanding, with the assistant acting as a neutral tool to facilitate this expression.

2.3. Alternative Test Formats

Alternative test formats, including Braille, large print, or audio presentations, are designed to accommodate students with visual impairments or specific reading disabilities, ensuring their equitable participation in assessments [13]. The foundational idea behind these formats is to present test materials in a manner that is accessible and understandable to students with specific needs. It aims to support all students with the opportunity to engage with test content [1, 14]. In addition, it helps reduce the barriers for students caused by the mode of interaction to showcase their proper understanding and knowledge.

A multi-step approach is usually employed to implement these alternative formats. First, a comprehensive assessment of the student's needs and preferred format is conducted. Once determined, specialized equipment or software, such as Braille transcription services or audio recording tools, is utilized to convert standard test materials into the desired format. If Braille is the chosen medium, it's essential that the student has access to Braille-reading tools or devices during the test [14, 15]. For audio formats, suitable listening equipment and potentially noise-canceling headphones may be provided [15].

3. Application and Discussion

3.1. Drawbacks of the Current Methods

Despite the widespread use of the methods outlined in the previous section, they have yet to fully harness the capabilities of modern technology to meet the varied and evolving needs of students effectively. Extended time, human assistance, and alternative test formats, while crucial accommodations in educational settings, each present unique challenges. Extended test durations can inadvertently heighten test anxiety and may not address other specific disabilities, highlighting the need for more comprehensive inclusivity strategies [1]. Human assistance, although valuable, can suffer from variability and potential biases, and the presence of an additional person in the testing environment may impact the test dynamics. This approach requires continuous training and refinement. Alternative formats, such as Braille, audio, or large print, can unintentionally alter the context or meaning of test materials. Students utilizing audio formats may encounter difficulties in efficiently reviewing the test, while large print versions can prove cumbersome during lengthy exams. These methods, though vital for ensuring accessibility, need ongoing enhancements to accurately convey the original test content.

3.2. Introduction to Adaptive Test-Taking Platform

The introduction of the adaptive test-taking platform in this paper represents a significant leap forward. It enriches learning support by utilizing advanced monitoring and analysis of student data. This platform provides a more personalized and efficient support system that closely aligns with the unique needs of each learner, thanks to its innovative adaptive assistance feature.

The adaptive test-taking platform marked a transformation in how educational accommodations are provided to students with disabilities. This technology-driven approach addresses several limitations inherent in traditional accommodation methods. Unlike the static and often rigid accommodations of the past, this platform dynamically adjusts and provides personalized support to the individual’s real-time needs during examinations. The application's capacity to analyze a student’s interaction with test content and automatically adjust the testing environment represents an innovative leap forward. For instance, extended time or alternative question formats are no longer one-size-fits-all solutions but are customized and deployed as the situation demands.

A significant advantage of this platform is its potential to reduce the stigma and logistical burdens associated with obtaining accommodations. While the Individualized Education Plan (IEP) aims to provide tailored educational support, its development process can often be time-consuming and bureaucratically complex, as well as emotionally draining for students, potentially delaying the provision of essential accommodations for students in need [16]. By automating the accommodation process, the platform ensures that students receive necessary support without having to disclose their disabilities or undergo exhaustive evaluations. This approach not only preserves the students' dignity and privacy but also promotes a more inclusive and accepting testing environment.

The platform’s utilization of wearable technology to monitor physiological responses, like heart rate, and adaptively provide calming audio interventions is particularly innovative [17]. This feature acknowledges that test anxiety can significantly impact performance and offers a non-intrusive method to mitigate this. Moreover, the system’s ability to analyze reading and writing patterns allows for a nuanced understanding of each student's challenges, whether they pertain to comprehension difficulties, motor skills, or processing speeds. Consequently, this allows for more precise and effective accommodations, ranging from simplified question formats [7] to assistive technologies like speech-to-text.

3.3. Considerations for Implementation and Continuous Improvement

As promising as this platform is, its successful implementation hinges on several factors. Foremost is the need for robust data security and privacy measures, given the sensitive nature of the information being collected and processed. Additionally, the system must be designed to be intuitive and user-friendly for a diverse range of users, including those with varying degrees and types of disabilities.

3.4. Future Directions and Challenges

Furthermore, there is a necessity for continuous enhancement and adjustment. As educational environments and technological potentials evolve, the platform must evolve in tandem. This entails a continuous process of research and development, with the potential inclusion of user feedback to fine-tune and enrich the system's capabilities.

Looking ahead, the potential applications of this technology extend beyond standardized testing. There is scope for integrating such adaptive accommodations into regular classroom assessments and learning activities, providing continuous support for students with disabilities. However, this ambition faces challenges, including ensuring equitable access to such technologies and addressing concerns about over-reliance on automated systems for educational assessments.

4. Conclusion

The exploration of current test accommodations for students with disabilities reveals a significant gap between intent and efficacy. While accommodations like extended time, human assistance, and alternative test formats are foundational to inclusivity, they fall short in addressing the full spectrum of students' needs, often leading to unintended consequences such as test anxiety and logistical complexities. It is pressing important to create a universally inclusive test-taking environment that could benefit all learners irrespective of their disability status. The implementation of an adaptive test-taking platform heralds a groundbreaking transformation in the realm of education. This technology-driven approach, with its ability to offer immediate, tailored support, presents an inventive solution for advancing educational assessment equity. It acknowledges and adapts to the individual challenges faced by students, moving beyond one-size-fits-all solutions to create a more nuanced and supportive testing environment. However, its successful implementation demands careful attention to data security, user-friendliness, and ongoing adaptation to evolving educational and technological landscapes. This paper underscores the urgency and potential of leveraging advanced technology to fulfill the educational sector's inclusive aspirations, ensuring that every student has the opportunity to demonstrate their true academic capabilities in a fair and accommodating environment.