Unfortunately, every state seems to handle disability accommodations differently. Some have policies mandating accommodations; others do not. The only thing you can do is contact your DMV (or whoever does the testing in your state) and ask them what accommodations you would be eligible for based on your disability diagnosis and documentation. Typical testing accommodations for paper-based or computer-based tests include:
Access to auditory format, either text-to- speech software or a reader;
Extra time to complete the test;
Private, distraction-free room for testing;
A scribe (someone to write or keyboard for you);
Calculator for math problems; and
Breaks, if needed.
You may also request other accommodations if needed and if your disability documentation supports the need.
An auditory processing disorder is a condition that adversely affects how sound that travels unimpeded through the ear is processed and interpreted by the brain. For more information, see https://ldaamerica.org/types-of- learning-disabilities/auditory- processing-disorder/
Attention-Deficit/Hyperactivity Disorder (ADHD) is a neurobiological disorder that is influenced by environmental factors. Typically, people with AD/HD have developmentally inappropriate behavior, including poor attention skills, impulsivity, and hyperactivity. For diagnosis, the behaviors must be out of the normal range for the person’s age and development. According to the DSM-5, characteristics include:
“Pragmatic Language Impairment” is now called “Social Communication Disorder,” and it refers to using spoken language in socially inappropriate ways. For information and resources, head over to Understood.org‘s article on this subject.
Many students working towards a high school equivalency diploma, including students in GED® adult education programs, may have learning disabilities, although many of those students have never been diagnosed. According to The Neurobiology of Reading and Dyslexia, by Sally E. Shaywitz, M.D., and Bennet A. Shaywitz, M.D., approximately 85% of people with learning disabilities have some type of reading disability. That percentage applies to all people with learning disabilities, whether or not they are enrolled in a GED®, HiSET®, or TASC™ adult education program.
So while students with learning disabilities include students with various types of learning disabilities, the most common learning disability is a reading disability.
The article on the LDA website Learning Disabilities and Social Security Disability Benefits helps to explain the qualifiers. Specifically it says… To qualify for disability benefits from the SSA, you will have to prove that you are disabled according to their criteria. That usually means proving that you have a condition that is either listed in the Blue Book and meets the SSA’s Blue Book criteria or that you have a condition that is equal to a section in the Blue Book.. There is a section that provides an example of a diagnosis of ADHD as an adult. It says…You could receive benefits with ADHD as an adult, if you’re able to prove that you have had ADHD since childhood, and ADHD has impaired your ability to complete schoolwork and to be gainfully employed as an adult.
You may be able to find a person in your area who can serve as a job coach or mentor depending on where you live and the availability of resources in your area. Here are some resources you may want to ask about finding that kind of support where you live:
It can be helpful to first assist the person in determining
what his strengths are. A good starting question is, “What do you do
well?” That may be a hard question for him to answer at first, but
you can make suggestions based on what you know about him
already. Ask him what he likes to do in his spare time, and what skills
are involved in that? Is he creative? Is he a good listener? Is he reliable? Does he tell interesting stories? Is he artistic? Does he know how to build and/or fix things? Is he a good cook? Once you determine some basic areas of strengths, it may also help to set some short-term goals (one or two weeks) that use those strengths to succeed. Longer-term goals can be set later.
Typical strategies and accommodations that may help adults with LD include reading out loud, audio texts, color-coding for organization, use of graphic organizers (charts, diagrams, etc.), having opportunities to re-state information in one’s own words, and one-on- one instruction in school or job training. Assistive technology (AT) is also helpful for adults with LD – at home, school, and work. See LDA’s information about AT at https://ldaamerica.org/tools-for-life/