Diagnosis via MATAL – FAQ

The diagnostic report includes precise details of all the test results, followed by a table containing a “summary of the MATAL test results”. This table includes an estimated diagnosis generated automatically by the computer.

The purpose of this diagnosis is to assist the clinician in arriving at a final diagnosis, but is not itself a final diagnosis, for the following reasons: (1) the computer-generated diagnosis is based only on the results of the computerized tests, not including other important data which need to be taken into account when arriving at a diagnosis; (2) the diagnostic process is complex, calling for professional expertise and extensive knowledge and experience. The computer is not able to perform this task adequately.

So the definitive final result is the clinical diagnosis formulated by the clinician.

No. The ELAH Institute and the Special Test Accommodations Unit at the National Institute for Testing and Evaluation are completely separate and independent bodies.

It is important to be aware that the Special Tests Accommodations Unit treats diagnostic reports from the ELAH institute exactly the same as those from other diagnostic institutions.

Rejection of the application is not necessarily due to rejection of the diagnostic results. Special test accommodations in the Psychometric Entrance Test may fail to be granted for some other reason, for example because a diagnosed learning disability is not expected to have a perceptible effect on performance in the Psychometric Entrance Test; or because no accommodation can be made for poor performance in one of the functions which the test is directed at assessing.

The covering letter you received from the Special Test Accommodations unit at the National Institute for Testing and Evaluation includes detailed explanations for the rejection of the application.

If you see that the Special Test Accommodations Unit disagrees with the diagnosis formulated by the clinician, you can apply to the institution where the diagnosis was made, enclosing the rejection letter. You will then be able to discuss possible courses of action with the clinician.

Determining whether to grant accommodations in the Psychometric Entrance Test requires expertise in the features of the Psychometric Entrance Test, in the particular test accommodations available in the test and their effect on the skills that it assesses. Professional staff at the Special Test Accommodations Unit reach their decision on granting special test accommodations based on the information in the diagnostic report and other information enclosed with the application.

The fact that the diagnostic report does not include recommendations for special test accommodations in the Psychometric Entrance Test has no effect on the accommodations granted or the chances of their being granted.

It is not usually necessary for the MATAL clinician to fill out the “questionnaire for the evaluator” since all the data called for in the questionnaire appear in the diagnostic report. The only cases where this is necessary are those where there was an extended diagnosis by MATAL in the domains of English and/or mathematics. In these cases the relevant section of the “questionnaire for the evaluator” should be filled out, and the texts, accompanying questions and scores should be attached, as specified in the questionnaire.

Yes. Since these are separate departments of NITE, you should fill out all the forms relevant to your application.

As early as possible. Registration for special test accommodations closes one and a half months before the test date, and it is recommended to submit applications for special test accommodations about one and a half months earlier still - a total of three months before the test date.

The diagnosis process itself usually takes between four and six weeks. You should bear in mind the towards the end of the registration period there is a heavy workload at all diagnostic institutions, and sometimes not all applicants can be handled. So we recommend applying for diagnosis at least five months before the test date.

When applying to an diagnostic institution it is important to specify that you need the diagnosis for an application for special test accommodations in the Psychometric Entrance Test, and to confirm that the diagnosis process can be completed on time. Confirming the timetable is your responsibility.

No. It is your responsibility to handle the submission of the application.

Every applicant is handled individually.

You should discuss questions of eligibility with a professional at the diagnostic institution where you plan to perform the diagnosis. You may be invited to register for diagnosis and complete the registration process, to enable a thorough investigation of your eligibility.

You should provide yourself with a letter from the psychologist or psychiatrist treating you, with details of how your psychological state and/or the medication you are taking are liable to affect (1) your functioning in the computerized diagnosis and (2) your academic functioning.

Every applicant is handled individually.

You should discuss questions of eligibility with a professional at the diagnostic institution where you plan to perform the diagnosis. You may be invited to register for diagnosis and complete the registration process, to enable a thorough investigation of your eligibility.

You should provide yourself with a letter from the physician treating you, with details of how your medical condition and/or the medication you are taking are liable to affect (1) your functioning in the computerized diagnosis and (2) your academic functioning.

Applicants who are not native Hebrew speakers are not necessarily eligible for diagnosis by MATAL. Each case is assessed individually. If you are not a native Hebrew speaker you should discuss questions of eligibility with a professional at the diagnostic institution where you plan to perform the diagnosis. You may be invited to register for diagnosis and complete the registration process, to enable a thorough investigation of your eligibility.

The decision on eligibility for diagnosis by MATAL in particular and diagnosis in Hebrew in general depends both on your specific linguistic background and the goal of the diagnosis. If you are an immigrant of long standing and need a diagnosis in order to receive special test accommodations and assistance at an institution of higher education, there is usually no reason not to perform the diagnosis via MATAL. On the other hand, if you want to submit an application for special test accommodations in the Psychometric Entrance Test, you may also be required to submit results of a diagnosis in your native language. Here too you can consult professional staff at the institution where you plan to perform the diagnosis.

You should make every effort to locate the documents: call your school, the institution where you were diagnosed in the past, etc. You can also request a letter describing your difficulties from a remedial instruction teacher.

If you are unable to locate documents, the clinician may request your permission to contact someone well acquainted with you, such as parents or teachers, for assistance in reproducing your developmental and academic history.

Lack of documentation is liable to cause the clinician to have difficulty in arriving at an umabiguous diagnosis. Also, after completion of the diagnosis, the bodies responsible for the final decision on granting test accommodations may reject the clinician’s recommendations on account of a lack of objective documentation describing childhood functioning and difficulties.

No. The diagnosis at MATAL is based on the results of performance in a test battery which is always administered as a whole.

In any case, in order to determine eligibility for special test accommodations in English, data on native-language (Hebrew) functioning are also needed.

MATAL includes a dictation test which assesses various aspects of writing.
If required the clinician will gather additional data on dysgraphia.

During the diagnostic sessions you will be accompanied by an examiner, one of whose duties is to observe and record various aspects of your functioning that are not recorded by the computer. You will also be able to talk about yourself and your difficulties, both in the personal questionnaire and during the one-on-one meeting with the clinician.

No. Even if writing is very difficult for you, it is important to fill out the questionnaire yourself (except the sections to be filled out by a parent). If the clinician is unable to decipher your handwriting s/he will ask you for clarifications.

No. The clinician’s recommendations are only recommendations.

Every academic institution is entitled to decide on accommodations according to its own policies and criteria. The final decision on granting accommodations is reserved to the professional board acting in each institution.

At the same time, if the clinician’s recommendations are rejected by an academic institution we recommend establishing what the institution’s reasons were. After checking, you can consult with the clinician on possibilities for appeal against the decision.

No. The clinician is committed to a professional standard of diagnosis, and makes recommendations on the basis of the diagnostic results. At MATAL, recommendations for special accommodations in academic tests are determined by clear criteria for eligibility for each accommodation in use in institutions of higher education.

No. Every institution has its own criteria for granting accommodations.

The criteria for granting accommodations in higher education (in the Psychometric Entrance Test and institutions for higher education) differ from the criteria for granting accommodations in high school matriculation (Bagrut).

Moreover, each system has its own set of accommodations. For example, oral examination and a modified test paper are possible accommodations in Bagrut tests that are not available in higher education.

Eligibility for diagnosis by MATAL is not automatic after 30. Each case is assessed individually, taking into consideration age and other characteristics, the objective of the diagnosis, existing alternatives to diagnosis etc.

If you are over 30, you should consult a professional at the diagnostic institution where you plan to perform the diagnosis regarding your eligibility. You may be invited to register for diagnosis and complete the registration process, to enable a thorough investigation of your eligibility.

It is up to you to establish whether the MATAL diagnosis is admissible at educational institutions abroad by consulting with the relevant institution. For your convenience, you can send the educational institution this paper describing the characteristics of the system.

In some cases you may be required to perform further diagnosis beyond the MATAL diagnosis or to have the reporting format adapted to match the educational institution’s requirements. This should be arranged in advance with the institution making the diagnosis.

After diagnosis at MATAL you will need to handle translating the diagnostic report into English. To assist the translator, a list of the names of all the tests and metrics is available in English, in the order that they appear in the diagnostic report. After translation you should return the translated report to the diagnosing institution for a confirmation of the translation’s accuracy signed by the clinician. There is an additional service charge for this process. Another possibility, generally more expensive, is to apply to a lawyer for a notarized certificate that the translation is accurate.

As a rule, for applicants who have undergone MATAL diagnosis when over 18, the diagnosis is valid for their whole life time.

For applicants who were diagnosed when under 18, the diagnosis is valid for five years, after which a requirement for re-testing will be subject to the decision of the institution to which the diagnosis is submitted.

In any case, re-testing via MATAL-based diagnosis is not possible during a period of three years after the initial diagnosis.

The application for diagnosis itself is not totally confidential. Your personal details (name and ID number only) are saved in the online registration system accessible by all of MATAL’s diagnostic institutions.

However, the results of the diagnosis are confidential and are transmitted only to you. The results may be used for research purposes, with the omission of all identifying details and your anonymity strictly preserved.

At all of MATAL’s diagnostic institutions every effort is made to provide professional, polite and respectful service. Nevertheless, if you feel that you were treated inappropriately, you are entitled to complain and receive a response. You should apply in writing to the management of the institution where the diagnosis was conducted, describing the problem you encountered. If you have already applied to the management of the institution and consider that your application was not properly handled, apply to the Dean of Students at the educational institution to which the diagnostic institution belongs. If you still feel that your application has not been adequately addressed, you may apply in writing to the Steering Committee concerning Students with Learning Deficiencies at the Council for Higher Education’s Planning and Budget Committee (PBC). Send your complaint by email yosis@che.org.il or by post to Yosi Sabag, at the Council for Higher Education, 43 Jabotinsky St., P.O. Box 4037, Jerusalem 91040. You should be aware that the National Institute for Testing and Evaluation is not responsible for diagnostic institutions, and only provides them with professional and technical support in operating MATAL.

In most cases we recommend choosing a diagnostic institution from the list of institutions on the basis of convenient location, depending on where you live.

Nevertheless, if you need extra services (e.g. completion of a psychological diagnosis, combined English/Russian diagnosis, an opinion for an educational institution abroad), you may prefer to apply for diagnosis at an institution that offers these services.

Diagnosis via MATAL is classified as a didactic diagnosis for purposes of receiving special test accommodations in the Bagrut test on account of learning disabilities. Didactic diagnosis is the required diagnosis for determining eligibility for common accommodations (levels 1 and 2) such as extra time.

If you have a severe learning disability, you may be eligible for level 3 accommodations (e.g. oral examination or modified test paper). In the school system, eligibility for level 3 accommodations is conditional on the completion of a psychological diagnosis, and in some cases also testing with assignments that are not included in MATAL (e.g. English and Hebrew writing assignments). These extra requirements can be fulfilled at several of MATAL’s diagnostic institutions (for an extra charge) or by qualified psychologists.

The Director’s Circular (Hebrew) from the Ministry of Education on special test accommodations lists the available accommodations, the criteria for receiving them and the types of diagnosis required.

It is important to be aware that if you were granted accommodations for Bagrut tests in the past, you are entitled to receive them up to age 25, without being required to submit an up-to-date diagnosis (see paragraphs 3.7-3.8 of the Circular linked above).

In any case, it is the applicant’s responsibility to confirm whether the diagnosis will be accepted by bodies that are not part of the Israeli higher education system.

Many students have difficulties connected to tests: difficulty revising for the test, pressure and anxiety during the test, difficulty answering questions within the time allotted, etc. These students feel that they know the material, but have trouble expressing their knowledge in the test.

If this is your principal type of difficulty and you do not have other learning deficiencies or a diagnosis of ADD, there is probably no point in applying to MATAL.

MATAL is designed to diagnose reading, writing, and arithmetic disabilities and to assess the likelihood of an attention deficit disorder. There is no possibility of using it to diagnose problems connected with ineffective revision for tests, test anxiety or problems with time management during the test.

You should be aware that most academic institutions do not allow extra time in tests for these difficulties, but do accept applications (to the Dean of Students) for assistance in handling them.