This study provides information regarding the validity of the regression model for the American College Testing Program assessment (ACT), incorporating high school course grades and ACT test scores, for predicting the first-year college grade point averages (GPAs) of ACT-tested special-needs students. The sample of special-tested students used in this study was pooled across all postsecondary institutions participating in ACT's prediction research service over a 3-year period. Special-tested students were analyzed by diagnosed disability, test package, and extended time guideline separately and in combinations of test package and extended time guideline within diagnosis. The results from an overall group of 2,959 students reveal that special-needs tested students' first-year college GPAs were slightly over-predicted. The correlations between predicted and actual GPAs varied by combinations analyzed, and were largest for students diagnosed with Attention Deficit Disorder. Appendixes contain tables showing predicted and earned GPAs and a request form for special-needs testing. (Contains six tables, two appendix tables, and five references.) (Author/SLD)