(a) A test that evaluates an adult with a disability for a job position in business, government, or industry, or a test to determine that person‘s educational level, must measure individual abilities and not specific disabilities.
(b) If an examiner knows that an adult examinee has a disability, the examiner may use an alternate form of testing. The alternate form of testing may assess the aptitude of the examinee by using that person’s primary learning mode.

(c) The examiner may use as an alternate form of testing any procedure or adaption that will help ensure the best performance possible by an adult with a disability, including oral or visual administration of the test, oral or manual response to the test, the use of readers, tape recorders, interpreters, large print, or braille text, the removal of time constraints, and multiple testing sessions.
(d) An examiner shall select and administer a test to an examinee who has a disability that impairs sensory, manual, or speaking skills so that the test accurately reflects the factor the test is intended to measure and does not reflect the examinee’s impaired sensory, manual, or speaking skills.
(e) An examiner may not use a test that has a disproportionate, adverse effect on an adult with a disability or a class of adults with disabilities unless:
(1) the test has been validated as a predictor of success in the program or activity for which the adult with a disability is applying; and
(2) alternate tests or alternative forms of testing that have a less disproportionate, adverse effect do not exist or are not available.