Supporting candidates and test owners every step of the way with test accommodations – Q&A with Debbie Bergtholdt, Accommodations Manager, Pearson VUE

1. Please tell us a bit about yourself. How did you come to focus on such an important and specialized field? 

When I was the State GED Manager in Virginia, I learned about different types of disabilities and how, with the right documentation, candidates could have accommodations when pursuing their high school equivalency credential. When a position opened at Pearson VUE in the accommodation department 11 years ago, I jumped at the chance. It’s such an important area within assessments but sometimes test owners are unsure how to proceed or candidates are unaware of the range of options available to them. 

The principal aim of test accommodations is to enable individuals with specific needs (such as a disability or temporary injury) to access the assessment and remove unnecessary barriers — without changing its demands or reducing its validity. It’s very rewarding helping candidates to overcome challenges, demonstrate their knowledge and skills, and unlock new opportunities in their lives.

2. Pearson VUE is committed to providing equitable access to all test-takers. How does your role within our organization support this?

That is the definition of what we strive to do every day. Our goal is to enable every person to sit their exam regardless of their circumstances. Sometimes a request submitted to us by a client or candidate might be incomplete, so we will work with them to offer suggestions for supporting documentation that could be provided to allow us to approve the case. We identify what we think will work best for the candidate and make appropriate determinations based on a wide range of accommodations — rather than declining the request. For some of our clients, we really are the subject matter experts guiding them through options for the cases they’re currently reviewing. When approvals are non-standard or complex, my team develops implementation plans to help ensure that our test center staff are prepared to support the candidate on their test day. We can also help candidates with a lending library of special equipment (trackball mice, ergonomic keyboards, and other specialist equipment) that we ship to test centers in advance of a candidate’s test appointment.

3. What does a typical day look like for you?

One of the things I like most about my job is that there isn’t ever a ‘’typical day.’’ Our work involves a lot of processes but can also be incredibly varied. I personally manage a team of 15 dedicated people and I might be responding to emails from candidates and their advocates, meeting with different program managers and their clients, or doing case reviews. I’m very involved in educating others about the ever-changing needs in this space. I present webinars throughout the year, explaining accommodations for a range of testing programs, how to better understand different types of disability, and provide more inclusive solutions. I also participate in business reviews, so we ensure Pearson VUE is always reviewing its processes, innovation efforts, and partnerships to continually improve its offering around test accommodations and accessibility.

4. Accommodations can create better access to learning opportunities for many professionals (or students) with disabilities. Can you highlight any recent scenarios that stand out for you personally, where our organization has addressed barriers and made a difference to a testing candidate?

I recently worked with a candidate who had requested extra time for her exam due to a learning disability. Unfortunately, she didn’t have the documentation to support her request and no medical insurance to pay for testing. I spoke with her and her mom on the phone to see how we could try and help. The mom mentioned to me her daughter had one eye. That information had not been included in the request. I suggested they ask for a letter from her eye doctor, and so we were able to approve her request for extra time. With this accommodation, she was able to earn her certification.

Another time, I was asked to talk to a GED candidate because our customer service team found it difficult to understand him. A stroke had affected his ability to speak but his cognitive abilities were strong. After many phone calls and emails back and forth between us, he successfully completed his GED with the accommodations he required and is now employed. The candidate just needed someone to support him and provide the necessary guidance. 

Test accommodations are individualized — all of the candidates I interact with have specific needs. There are many ways we can help and identifying how we can support the candidate in reaching their full potential is the most rewarding part of my job.

5. As a global organization with clients (and candidates) all over the world, how do we ensure we’re supporting the needs of candidates in different regions?

We have disability experts based in different regions as well as local attorneys to consult with to ensure we’re in compliance with local regulations and legislation. As a global business and the market leader, it’s essential we do everything we can to create inclusive and accessible environments. This will always be an evolving landscape, and we will continue to learn and adapt to strive to meet candidates’ needs across the regions we serve.

6. What are some of the notable challenges with accommodations and how are we tackling those? 

As I’ve just touched on, we work hard to keep up with the latest advancements in technology and developments in accessible testing solutions. Just a few years ago, mobile phones were never allowed in a testing room because of the risk of candidates cheating. When mobile phone apps were designed to monitor diabetes, we had to quickly work with our steering committee to develop a new process that would allow diabetic candidates to have their phones in the testing room — so they could monitor their glucose levels during an exam. Initially, we required private testing for this accommodation, but we have been able to make an adjustment to that policy so candidates can now test in a separate room, making it easier for them to schedule an exam.

We also get requests from test-takers looking to use assistive devices or software during their exam. For example, candidates who are blind often use the JAWS screen reader software, which allows them to read the screen either with a text-to-speech output or by a refreshable Braille display. We can approve this popular software — but if a candidate wants to use an alternative reading software, we will have to ask our Accessibility team (who we work very closely with) to review the software. However, if the software collects images, we cannot approve it, and this can of course be disappointing for the candidate. 

7. What opportunities do you see now (or in the future) to enhance the way we approach providing accommodations?

The more we can work with our clients to always keep accessibility front of mind as new exams are developed, the better we will all be. There will always be a need for accommodations, but if developers are thinking “Is this item type accessible?” more inclusive exams will be produced. For example, publishing all exams with enlarged font and color contrast features and looking for screen reading technology would go a long way to improving accessibility.

8. Would you say there’s been increased attention around the provision of accommodations in recent years with more organizations becoming focused on DE&I? 

Every conference I attend and every blog I subscribe to confirms what we are all seeing — a definite increase in accommodation requests. It’s great that there’s now more awareness and understanding among candidates and their advocates of different types of accommodation available for their exams. Building exams with accessibility in mind is so important. 

It should be noted that, whereas accommodations are about making modifications for an individual, accessibility is about creating an inclusive environment for everyone, regardless of their abilities or unique needs. These terms are often used interchangeably, and it’s important for us all to recognize the distinction.

9. What’s the best piece of advice you could give to test owners who may be unsure about how to navigate accommodations?

Reach out to us. We are here to support and guide you and have experience and expertise gained from delivering nearly 21 million exams a year. Accommodations play a significant part in creating a level playing field. It’s so important that we continue to maintain an open dialogue, keep key stakeholders informed, and collaborate with policymakers on the appropriateness of the use of accommodations in assessments.

For further details about Pearson VUE test accommodations go to: Test accommodations // Pearson VUE