Special Testing Conditions

Candidates who have an impairment which could affect their performance in the test may apply for special testing conditions.

Such impairments may be physical (e.g. hearing, visual, motor skills); psychiatric (e.g. anxiety); medical (e.g. diabetes); or a learning disability (e.g. dyslexia).

Examples of special requests include: alternative test format such as large print test booklet, extra time, rest breaks, permission to take in food, etc.

To apply for special testing conditions, you must:

1.  Register for the test (through the "Book Test" link).

2.  Log back into the ACER User Account you have created. Choose the 'Manage' link, then scroll down and 'Apply' for Special Testing Conditions. Complete the short application form and submit.

3.  Obtain a professional evaluation of your condition (no more than 3 years old) and the kinds of support that you require. This is usually a doctor's letter. If you are applying on the grounds of dyslexia, you must have an appropriate Educational Psychologist's report.

4.  Scan and email your supporting documentation to the MSAP Office at: msap-ireland@acer.edu.au

Supporting documentation MUST be emailed to the MSAP Ireland Office by close of registrations on 5 February 2017 to be considered. (Documents received after this date may not be considered.)

ACER is committed to equity of access for all candidates, and strives to ensure that candidates with disabilities are neither advantaged or disadvantaged in relation to other candidates who sit the MSAP test.  Careful consideration is given to all requests, and all reasonable efforts will be made to provide appropriate testing conditions for approved candidates.

Note: There is no possibility of special consideration being given to test results. In no circumstances will scores be adjusted to account for any perceived disadvantage.

ACER does not offer spelling waivers for candidates with dyslexia when granting special testing conditions. The markers concentrate on the content and level of thought demonstrated by the writing, rather than on spelling.