The Assessment of Candidates with Disabilities

An equitable assessment

A highly competent public service is developed through staffing decisions which are based on merit and the equitable treatment of all candidates, including sensitivity to the rights and needs of employees and applicants.

A person with a disability must have the same opportunities to be evaluated for employment as other candidates. As a result, assessment procedures may have to be modified so that candidates with disabilities have a fair chance to demonstrate their qualifications.

Candidates with disabilities are individuals who consider themselves, or believe that an employer would consider them, disadvantaged because of any persistent physical, mental, psychiatric, learning, or sensory impairment.

General Guidelines

When deciding how to evaluate a candidate with a disability, consider the following questions:

• Should the assessment conditions be modified? If so, how?
• What modifications are permitted?
• How can the assessment be modified so it is fair to one candidate without placing others at a disadvantage?

The following guidelines offer useful information for answering these questions.

Candidates with disabilities must be given an opportunity to demonstrate their qualifications

Candidates with disabilities must be given the same opportunities to demonstrate their qualifications and skills as any other candidate. While a candidate with a disability should not be exempted from an assessment, in some cases the process may have to be modified to be fair.

The same qualifications must be assessed at the same level

When the conditions for assessing a candidate are modified, the nature of the qualifications being measured, and the level at which they are assessed, must remain the same. The modifications should be made to allow for a disability that interferes with the demonstration of a qualification, without giving the candidate preferential treatment.

If a disability prevents the proper assessment of a qualification that is crucial to the position, modifying the assessment method may alter the nature of the qualification being assessed. For example, a test of visual acuity for the position of air traffic controller should not be modified for a candidate with partial vision.

Each situation must be treated individually

Given the wide variation in the nature and severity of disabilities, it is preferable to take a case-by-case approach when assessing candidates with disabilities so assessment conditions can be adjusted to suit each individual.

Where no accommodation is feasible

In cases where no modifications to the assessment method are feasible, it may be appropriate to use a completely different method of assessment. Again, the nature and level of the qualifications being assessed must remain the same for all candidates.

Four basic steps

The following section describes how candidates with disabilities may be fairly evaluated. Exercising judgement plays a major role in this process.

It is important to discuss with the candidate the different aspects of the assessment and possible modifications. This may encourage candidates to talk about their disabilities and help reduce any anxiety associated with the assessment.

Step one Determine the nature of the disability

To determine whether a candidate's disability will interfere with assessment, the nature of the disability must be examined.

Candidates with various disabilities may be encountered during the selection process. These disabilities may include:

• impaired co-ordination or dexterity;
• limited mobility;
• non-visible, physical illness (e.g. epilepsy, cystic fibrosis);
• visual impairment or blindness;
• hearing impairment or deafness;
• a speech impediment;
• a learning disability;
• psychiatric problems; and
• mental or developmental disorders.

The candidates themselves are usually the best source of information about the nature of the disability. In some cases, an evaluation by a health professional will be required to obtain an understanding of a disability, particularly one involving developmental disorders.

In either case, the collection of relevant information should always be done professionally and sensitively. The candidate's permission must be obtained before contacting a health professional or before disclosing information about the disability to a third party.

Step two Determine how the disability affects the assessment

Once the nature of the disability is determined, the proposed assessment methods should be looked at in relation to the disability and areas of potential difficulty should be identified.

The following aspects of an assessment should be examined:

Understanding instructions

A candidate's mode of communication may interfere with his or her ability to understand instructions. For example, someone with a hearing impairment may experience difficulty understanding oral instructions.

Performing the task

The disability may affect the performance of a task or the operation of a device. For example, a candidate with limited dexterity or co-ordination may operate a fax or word processor more slowly than other candidates.

Reading

If reading is required during the assessment, it must be determined if the candidate's disability affects his/her reading ability. For example, the type may be too small, too bright or too faint for visually impaired candidates. A motor impairment, such as uncontrollable body movements, may also reduce a candidate's reading speed.

Time period

When an assessment task requires a sustained effort for extended periods of time, the candidate's performance may be altered by fatigue or stress. For example, candidates with back problems may not be able to stay seated for a long time. Prolonged work on a computer may cause blurred vision for candidates with eye problems.

A disability may also affect the performance of a task which must be done quickly or within a specific time limit. As well, a high level of anxiety (as may occur with a psychiatric disability, for example) may interfere with a candidate's ability to concentrate.

Other relevant aspects of the assessment

Other aspects of the assessment should be investigated or clarified as required. For example, special seating arrangements with an unobstructed view of the test administrator might be necessary for a candidate with a slight hearing impairment who can lip-read.

It is recommended that, where possible, selection boards assessing candidates with disabilities have at least one member with a disability or someone who is knowledgeable about the particular disability concerned.

Step three Determine how to conduct the assessment

Appropriate assessment conditions are those which approximate the usual way in which a candidate performs the required task, or in a manner considered appropriate in performing the duties of the position. The following are some examples of possible modifications to assessments. It may also be useful to ask the candidate about accommodations made for previous evaluations.

Different formats

The assessment may be presented differently. For example, interview questions may be given in writing instead of orally; a test in Braille or in large print may be used instead of a test in regular print. Widely used Public Service Commission tests are available in large print or Braille, on audio-cassettes and on computer diskettes which may be used with a voice synthesizer or Braille display.

Extra time

The time limit for performing a taks can be extended but, to be fair, a maximum time limit should be set if there is one for other candidates. The time limit should not be extended when speed is a determining factor in job performance (e.g. typing), as that changes the nature of the qualification being assessed.

Extra breaks

Short breaks during the assessment may be necessary for candidates who are easily fatigued or who have anxiety-related problems. These breaks should not be included in the specified time limit.

Variation in task performance

Candidates may perform the required taks in a different manner. For example, someone with a motor impairment could use a computer with a special extended keyboard, rather than drafting a text by hand. A candidate with a speech impediment could write responses instead of giving them orally.

Individual assessment

Individual assessment sessions may be used when the assessment of a person with a disability would affect the smooth operation of a group testing session. It may also be suitable when there is doubt concerning the appropriateness of assessment conditions, or when a candidate is being evaluated using a particular accommodation for the first time.

Use of technical aids

Candidates may use technical aids or services to fully or partially compensate for their disabilities. For example, a candidate with a visual impairment may use a magnifying glass or large-print screen; candidates with a motor impairment, computers; and deaf or hearing-impaired candidates, sign language or oral interpreters.. Some candidates bring their own technical aids. For others, help, advice, or equipment are available from government departments, central agencies and public or private organizations. For example, the Public Service Commission Technical Aids Loan Bank loans equipment on a short-term basis. The Canadian National Institute for the Blind provides information on different types of Braille.

Finally, the person responsible for the assessment should look into access to the location (for candidates in wheelchairs, for example) or whether special facilities are required (for example, lighting, special table/chair, etc.).

Step four Conduct the assessment

Display a positive attitude and pay careful attention

A general rule for conducting assessments, including those of candidates with disabilities, is to display a positive attitude. This will help create an atmosphere in which candidates will feel confident and give their best performance.

A test administrator should also pay careful attention to candidates. If signs of unusual anxiety are noticed, or if the testing conditions appear to be inadequate, it may be appropriate to stop and reassess the procedures being used.

Ask for feedback

Once the assessment is completed, it is useful to get feedback from the candidate. If the candidate indicates that a necessary accommodation has been overlooked, evaluate whether it might have significantly affected his or her performance. In such cases, reassessing the candidate using more appropriate accommodations should be considered.

Additional Information

This document is for people interested in learning about the underlying principles of the assessment process for persons with disabilities. Employment equity co-ordinators and staffing officers who are responsible for assessing applicants with disabilities, may wish to consult a more detailed document, Guidelines for Assessing Persons with Disabilities, which is available from the Public Service Commission.