Additional Information

1. Examples of available and unavailable special test accommodations

What special accommodations are given?   What special accommodations are not given?

Computerized test (MIFAM/AMIRAM)

  Use of an electronic dictionary
Extra time allowed for the test   Exemption from particular section(s) of the test
Extra time allowed for all or part of the test   Explanations of questions
Breaks between sections of the test   Marking the correct answer in the test booklet
Physical accommodations for disabled examinees or those with visual or hearing impairments    
Audio presentation of the English sections of the test  

Enlarged test booklet (example of text from an enlarged test booklet).

Enlarged answer sheet (example)

Use of a calculator for four arithmetic functions  
Typing the writing assignment  
CCTV or video magnifier for the visually impaired, on request  


2. Procedures for handling registration and decision on special test accommodations

1. After the documents have been received by the BAMOT unit you will be sent an acknowledgement by mail or email (according to your choice).

2. Within 25 working days after the documents are received you will receive the decision in your case. You will then be sent a detailed report of the BAMOT professional staff’s decision by mail or email (according to your choice).

Details of the status of application for special tests accommodation may be found on the NITE website.
You will need to log in with the ID or passport number and password that you used to register for the test. To see the status of your application, click on “Status History

NITE’s BAMOT unit serves examinees with physical limitations, medical conditions, psychiatric disabilities, learning disabilities, and attention deficit disorders. The unit staff are professionals with advanced degrees in psychology, learning disabilities, or psychometrics, and when required they use evaluations by medical professionals. The unit’s purpose is to adapt the conditions of the test as far as possible to accommodate the examinee’s limitations or disabilities and overcome the difficulties that they cause. In reaching its decisions the unit is motivated by the desire to achieve accurate assessments and level the playing field for all examinees.


3. Criteria for the authorization of special test accommodations

When considering an application for special test accommodations our priority is to adapt the test conditions to the examinee’s situation and reduce its influence as much as possible, on condition that it does not directly impact the abilities assessed by the test. Please note that the accommodations are not a form of compensation or positive discrimination.


4. The difference between special test accommodations for the matriculation (Bagrut) exams and the Psychometric Entrance Test

Even if you were diagnosed and approved for special test accommodations in the Bagrut exams, you will not necessarily be authorized for the same, or any, accommodations in the PET. This is because of differences between the tests.

For example, the chief purpose of the Bagrut exams is to test knowledge. An extra time allowance in these exams allows an examinee to display his or her knowledge to the full, and so does not contradict the purpose of the exam. The psychometric entrance test, on the other hand, also tests various aspects of cognitive processing efficiency. Extra time allowance is liable to interfere with this metric, and so no extra time is allowed for examinees whose chief limitation is a general slowness in processing information.


  • Special test accommodations are given to examinees with a severe primary learning disorder that appeared in the early years of school, and continues to have a perceptible effect on their studying performance.
  • Special test accommodations are given to examinees with severe primary attention deficit disorder that appeared at a young age and continues to have a perceptible effect on study and other areas of life
  • Special test accommodations are not given for test anxiety or for circumstantial issues such as a lack of schooling.