This paper discusses issues related to testing accommodations for the disabled, focusing on the provision of extra time in testing. Recent research on learning styles and multiple intelligences makes the case for allowing for student individuality in instruction, but considering these theories in designing test accommodations could lead to endless changes. Among the questions that must be considered when state mandated tests are given is whether the student would be hindered in indicating what had been learned if no accommodations were made. It is also important to determine whether accommodations are to be considered on a case-by-case basis and who will decide the accommodations to be made. Other considerations are the threat of litigation if accommodations are not made and general issues of fairness. A complete review of standardized testing practices should be conducted to determine the proper place of testing and the proper use of tests before appropriate accommodations can be designed. (SLD)