Each school year, parents and their Autistic children applying to college navigate the process of registering and participating in the ACT. There are a few specifics related to this for those on the Autism Spectrum that we're excited to share to smooth out the process.
Accommodations and Process to Register-You as a parent might choose to modify how your child takes the ACT exam. There is a process involved for registering and requesting accommodations:
You and your child create an ACT account. Follow the prompts and be sure to write down your login and password! Ask me why I'm adamant that you write it down... So far, you have only created an account, nothing more.
Choose a date--Yes, but think about the factors that influence this. Do you want your child to take an online prep-course? Do you want your child to attend an in-person after-school prep course? Will your child be ready by the next ACT test date?
Consider accommodations--The best way to begin this process is to have a conversation with your student's school counselor or college counselor. In my role, I was the person discussing this with parents, especially as I was often in the classroom.
Log in to the ACT and formally request accommodations--there are actions specific to this process: A. Consent to Release Information to ACT form that needs to be completed and B. Forward the formal request to your school administrator.
The school admin receives this request via e-mail. If you do not forward it, your administrator cannot provide accommodations.
The administrator logs into the TAA request page--this is something the school official does. This is where the admin submits IEPs, 504s, Psychological Evals, Neuropsych Evals, and other explanations of accommodations that have been provided for the student.
What if my son doesn't have an IEP, 504, or formal diagnosis? The ACT offers an Exceptions Statement Form for the administrator to use if the student has no diagnosis or formal education plan. I've used this form for students who didn't quite tick all the Autism boxes for a formal diagnosis or plan. This form asks for the accommodations requested, length of time in the child's school life they've been provided, the setting they're provided in, and the rationale for these school accommodations. ACT wants to hear that this student has been receiving accommodations in the school setting (regardless of diagnosis or plan).
Choosing Accommodations-In my experience, students typically choose the Extended Time (One and one-half time) accommodation and the Small Group Setting accommodation. What this meant during testing was a lower-stimulus room often near the bathroom and more time for the ACT. It also meant a quiet room staffed with special-ed experienced staff (with more patience and disarming personalities!). It also meant break times that differed from the 400-students-in-a-room atmosphere where sights, sounds, and smells distracted our students.
Communication during the ACT registration process-There needs to be a partnership among the student, parents, and administrator helping in the registration. Yes, there are deadlines approaching and last-minute requests often cannot be fulfilled, no matter which strings might be pulled. I often recommended that students choose the ACT date that is one to two exams in the future, beyond their first choice due to help needed around registering, taking an online prep course, and submitting accommodation requests (especially if missing a formal diagnosis or school/IEP plan).
Taking the ACT 'cold' or taking an ACT-prep course? Pros and cons for each. With higher anxiety students, take it cold. Establish a baseline score. Then take it again having done a prep-course. If your child will participate fully in the prep course (not just hang out...) discuss it with him/her/them and enroll in an ACT-prep course. Preparation courses are part of the front-loading process that benefits many of our students...you'll have to decide here based on your child's needs.
The ACT alone or with the optional writing portion? Does the college your are applying to require it? Will taking it show his/her/their strengths in understanding perspectives on an issue and then writing a cohesive response?
The week before the exam-I always organized materials ahead of time for each student taking the ACT. In a large manilla envelope, I'd put 8-10 healthy snacks that the student chose with me, 2 copies of the ACT admission ticket, the student's ID (unless he had it on him), an ACT-approved calculator, and 20 pre-sharpened #2 pencils (no mechanical pencils). I'd also label the outside with what the envelope contained with the student's name and my phone number on it, in case of emergency. I'd also ask the student to NOT eat the snacks while driving to the exam...
The day of the exam-Wear comfortable clothes. Have your favorite breakfast/cook your child's favorite breakfast. Give yourself more time than you think you need to go through the morning routine, eat, do hygiene, drive to the test center, check-in, etc. When arriving, introduce yourself and your child to the registration staff at the ACT allowing for plenty of time to get settled. They will have staff to assist your child in the testing room, identifying where the bathroom is, and informing your child how to ask questions during the exam.
The ACT is an effective way to show the intelligence of a student on the Autism Spectrum, regardless of grades and issues affecting in-class performance. There are similar strategies for the SAT, and we chose to focus on the ACT due to our experience assisting families and students in the process. Good luck!