LDA (Learning Disabilities Association) of Minnesota receives many calls and emails regarding testing accommodations for large-scale testing programs. Callers include the test-takers themselves, parents, teachers, counselors, advocates, and an occasional attorney. The standardized tests they ask about include the GED, SAT and ACT (for college application), LSAT (for law school entry), MSAT (for medical school entry), or PRAXIS (for teacher licensure). Most express frustration and even exasperation over how difficult it is to receive approval for testing accommodations. Many have tried numerous times to pass these tests, scored poorly or failed, been assessed for a disability, and/or requested what they consider to be reasonable testing accommodations, but their requests are not approved. In summary, it is difficult to receive accommodations because large-scale tests are to be used in a standard manner to ensure validity, or the capability of a test to measure what it is intended to measure. There is also the issue of fairness, in that "standardization" implies all examinees should be tested in the same way--unless it is clearly documented that to do so would be unfair. Under several federal acts, reasonable accommodations are available in order to be fair and inclusive; however, most accommodations require documentation of a disability and the process for requesting and receiving approval can be time-consuming. [For Volume 6, Number 4 of "NetNews," see ED493596.]