Lovett, B. J. (2014). Testing accommodations under the amended Americans with Disabilities Act: The voice of empirical research . Journal of Disability Policy Studies , 25 (2), 81–90. https://doi.org/10.1177/1044207312469830

Accommodations were not specified. The excessive use of accommodations on the part of testing entities, thus threatening test validity, was discussed.

Research studies related to the lack of reliability and validity in the provision of accommodations for students with disabilities in education settings were reviewed.

A literature review was conducted, and qualitative themes were extracted related to the lack of reliability and validity in identifying students with disabilities and providing these students with accommodations in the test taking process.

Researchers concluded that IEP teams do not always make reliable or valid decisions regarding students disability status; testing accommodations are often made for comfort rather than equal access; evaluations by private medical professions lack reliability and validity; accommodations granted in educational institutions often lack support or substantial evidence for their use; and the feigning of common disabilities is used to gain access to testing accommodations.