How Global Assessment Leaders Approach Accessibility and Disability Inclusion

In Part 1 of this series, we unpacked the legal and ethical foundations of assessing individuals with disabilities, and why thoughtful accommodation is essential for fair, responsible practice. In Part 2, we shift the lens outward. Our international assessment suppliers—each operating within their own legal frameworks, research bases, and accessibility standards—offer valuable guidance on how best to support candidates with diverse needs.

Their insights help us see what inclusive assessment looks like in real life: how platforms are designed, which accommodations matter most, and where extra care is required. Below, we synthesise the most relevant advice from our major suppliers to help practitioners make confident, well-informed decisions when working with candidates who require accessibility support.

Hogan Assessments

Not only has Hogan Assessments published two valuable documents outlining how they approach assessing people with disabilities titled Research Q&A: Americans with Disabilities Act (ADA) and Neurodiversity FAQs, but they also have an ADA compliant assessment portal for participants with a visual impairment that is compatible with a screen reader.

The first document, Research Q&A: Americans with Disabilities Act (ADA) provides an overview of Hogan’s approach to complying with the Americans with Disabilities Act (ADA) in the context of its personality assessments. Like the South African legislation described at the beginning of this article, the ADA prohibits employment discrimination against qualified individuals with disabilities and requires employers to provide reasonable accommodations.

Hogan ensures its personality assessments comply with the ADA by avoiding items related to mental disorders or disabilities, focusing on work-related themes and conducting validation research to align assessments with job requirements. Hogan also supports reasonable accommodations for assessment takers, by offering screen reader compatibility, untimed assessments, and case-by-case accommodations.

The second document Neurodiversity FAQs Hogan discusses how they approach neurodiversity in its psychological assessments. Noting that neurodiversity is defined as the idea that conditions are normal variations in brain development, not disorders.

Hogan indicates that its personality assessments are valid and fair for neurodivergent individuals as its assessments measure behavioural tendencies, not clinical conditions, and that there is no reason to believe the link between these behaviours and job performance would be different for neurodivergent people.

Furthermore, to ensure fairness, Hogan highlights that its personality assessments are always untimed and are designed to be accessible, conforming to the Web Content Accessibility Guidelines (WCAG), which are widely accepted standards for digital accessibility.

It should be noted that Hogan does not recommend using its cognitively loaded, timed assessments for neurodivergent people, as they have not been validated for this group.

Please access the full documents Research Q&A: Americans with Disabilities Act (ADA) and Neurodiversity FAQs.

The Myers Briggs Company

Similarly, MBC has compiled two immensely helpful documents that provide guidelines for the use of psychometric assessments with people with disabilities. Download the MBTI Type and Neurodiversity here and the Guidelines for the Use of Psychometric Assessments with People with Disabilities (UK Edition) here

When administering psychometric assessments to people with disabilities, it's crucial to remember that everyone is unique; a single disability can affect people in vastly different ways.

Employers should proactively ask about a candidate's specific needs related to the assessment process, preferably with a trained professional present. This allows for informed decisions on appropriate accommodations. The core principle is to identify the actual skills needed for the job and to then ensure that the assessment measures those skills, not the candidate's ability to navigate the mechanics of the test itself.

Accommodations can include providing a guaranteed interview in place of the test, distributing practice materials in advance, or making adjustments to the assessment itself. These adjustments might involve changing the test format (e.g. to large print or Braille), providing additional time, or offering a scribe. While personality questionnaires are less likely to be problematic, these principles apply broadly to all assessments. The goal is not to standardise the experience for everyone but to make a "reasonable adjustment" that brings the assessment experience for a person with a disability in line with that of other candidates.

Care should be taken when interpreting and using assessment results.

Multi-Health Systems

MHS have published a best practices framework on the use of the EQ-i 2.0 or EQ 360 with the neurodivergent population. In it they detail how best to use the results of the assessments to provide valuable insights. MHS also maintains that the main challenge for neurodivergent individuals is often not a lack of intelligence, but rather difficulties with the testing environment itself. They may struggle with things like attention span, reading comprehension, or a need for absolute clarity, which can make it harder for them to complete the test comfortably.

To address these challenges, test administrators are advised to make accommodations, which might include:

• Extra time or breaks.

• Alternative testing formats, such as verbal or handwritten.

• A comfortable testing environment with preferred conditions (lighting, sound, etc.).

• The use of adaptive technology, like headphones, screen readers, or recording devices.

In the end, it's crucial to view the test results as one part of a holistic assessment. If a neurodivergent candidate has an unusual score, it's recommended to have a conversation with them to better understand their strengths and the ideal working conditions they might need to succeed.

In a developmental context, the focus should be on the overall score profile rather than just the numerical score.

MHS further assures that they adhere to accessibility guidelines, such as the Web Content Accessibility Guidelines (WCAG), ensuring that their software is usable for people with disabilities by including features like screen reader compatibility and keyboard navigation. This focus on inclusivity and user-friendliness helps reduce frustration and stress for all users.

Please download the best practice framework here and read the blog about Promoting Inclusivity Through User-Friendly Design.

Talogy, Inc.

Talogy is committed to making its products like the 16pf, Virtual ACs, and Dilemma Series accessible to people with disabilities. They aim to provide a user experience that is equal to that of people without disabilities.

To achieve this, they follow the Web Content Accessibility Guidelines (WCAG). Talogy regularly assesses its services using assistive technologies, such as screen readers and screen magnifiers, and involves users with disabilities in the evaluation process.

Access information on their website Accessibility | Talogy and DEI in the workplace | Talogy

Criteria Inc.

Criteria Inc. has developed the Accessibility Quick Guide for Candidate Assessments, which provides general recommendations for making candidate assessments more accessible across a wide variety of conditions. It emphasises the importance of consulting with candidates to determine appropriate adjustments.

Accommodations suggested include:

• Assessment Adjustments: Time adjustments may not always be suitable; alternative formats or untimed assessments may be more appropriate.

• Game-based Assessments: Often unsuitable for candidates with physical, neurological, sensory, or psychological conditions due to interaction complexity and sensory stimuli.

• Trusted Assistance: A trusted individual may assist in untimed assessments if needed.

• Tutorials: Candidates should review tutorials to assess suitability before starting.

• Alternative Methods: Consider interviews or other formats when standard assessments are unsuitable.

Conditions Covered in the guide include:

• Physical Conditions: Mobility issues may affect timed or interactive assessments.

• Neurodiversity: Includes ADHD, autism, dyslexia, etc.; sensory and format considerations are crucial.

• Sensory Conditions: Vision/hearing impairments require format and language adjustments.

• Mental Health: Anxiety, depression, PTSD may impact performance under pressure.

• Neurological Conditions: Memory, concentration, and fatigue issues may affect results.

• Chronic Illness: Fatigue and treatment effects may require breaks or alternative formats.

• Temporary Conditions: Illness, grief, or medication may temporarily affect performance.

To download the guidelines, please click here.

In conclusion:

Across all our suppliers, the message is consistent: accessibility requires thoughtful accommodation, transparent communication, and an understanding of test design. In Part 3, we bring these guidelines home by outlining the practical accommodations available within OneJVR and how practitioners can apply them with confidence.