ABSTRACT

Since 2000, 181 countries have passed disability rights laws inspired by the ADA. Unfortunately, these actions are neither universally applauded nor regulated. As a key to higher education and gainful employment is often facility in a second language, access must be granted to high-stakes language exams accommodated to meet learner needs while retaining established score meaning. This chapter explores the challenges faced and practices employed by test developers as they discern how to adapt the content, format, and administration of writing assessments for second language learners with various disabilities, ensuring that the construct tested remains constant.