The more I teach the more I run into things I haven't thought much about. Over the past few years I have had students with various learning disabilities. Some of these are on record with the appropriate university office and these students get special exemptions for testing, such as unlimited time or a secluded room. That helps certain types of students.
But for others it has nothing to do with quiet or time. One of the hardest issues for me to solve is testing students who don't process diagrams well. Many of my lecture slides and board drawing are diagrams that illustrate concepts. For most students these are helpful to translate words into a broader context, but for a small number the diagrams engender confusion. In rare cases, students can't at all interpret the meaning of a diagram. It's not that these students don't care or aren't taking the time to study - they really can't learn this way.
Perhaps in studying they can "translate" the concepts into something they can get a handle on, but in my exams I tend to mix a wide variety of different question types. Almost by definition, diagrams (either on the test or drawn by the students) are part of this. My problem is how to make a test for students who can't deal with diagrams and how to make it fair. I don't have a good solution yet. Perhaps you do.