What are Testing Accommodations?

No. Colleges only see the test scores — not whether accommodations were used.

Not always. If your child has a recent (within 3–5 years) evaluation plus a 504/IEP, that may be enough. Older or vague reports sometimes need updating.

It happens sometimes — but it doesn’t mean the door is closed. Testing boards will explain the reason for the denial, which usually falls into one of three areas:

• Documentation is outdated (evaluations older than 3–5 years).

• The request doesn’t match the documented need (for example, asking for extended time when no reading or processing concern is documented).

• The student hasn’t been using the support at school (testing boards want to see consistency).

If your request is denied:

1. Read the letter carefully to see what’s missing.

2. Gather more documentation — this might mean an updated evaluation, a letter from a clinician, or proof the accommodation is used in class.

3. Appeal the decision — families can reapply with the additional information.

4. 
   

Many families are successful on appeal once the paperwork is aligned with the student’s actual needs. Schools and evaluators can often help with this step.

That’s okay! Approval means the option is available, not that they must use it. Some students feel more comfortable with certain supports (like breaks) but not others (like a separate testing room). It’s best to try out accommodations in advance so your teen knows what feels helpful and what doesn’t.

Not automatically. Most practice books or online platforms don’t have built-in settings for extended time or breaks. However, you can adapt practice at home — for example, use a timer set to the approved extended time, or let your teen work in shorter chunks with breaks. This helps them build stamina and get used to how test day will feel.

Yes. Extended time, breaks, or using a computer can change the rhythm of testing. Practicing with those supports before the real test reduces surprises and anxiety.

Sometimes an accommodation that sounds useful on paper doesn’t make as much difference in practice. If that happens, talk with your teen’s school team or evaluator about whether different supports would be more effective. You can reapply or adjust requests for future exams.

No. Accommodations level the playing field. They don’t lower expectations or change what’s being tested. They simply remove barriers caused by a disability so your child can show what they actually know. Testing boards are strict about documentation for exactly this reason.

Usually not. Many accommodations (like extended time or breaks) are provided in small-group rooms where multiple students have supports. Others (like large print or computer use) are handled quietly. Most students report that accommodations help reduce stress.

No, but the process can be time-consuming. The biggest challenge is gathering up-to-date documentation and meeting deadlines. Even if accommodations are denied, there’s no penalty for asking. Denials can often be appealed with additional information.

No, approvals are tied to the student, not the school. Once accommodations are approved through the College Board or ACT, they remain valid. For IB, the process is run through the new school’s IB coordinator, so you’ll want to start early after a move.

Most testing boards require evaluations within the past 3–5 years. If your child’s evaluation is older than that, you may need updated testing. This doesn’t always mean a full evaluation in needed. Sometimes a shorter update from a psychologist or doctor is enough.

No. Homeschooled students can still receive accommodations. Instead of a school counselor, families apply directly to the testing board with documentation (private evaluations, medical letters, or past accommodations from outside programs).

That’s okay — students without school-based plans can still qualify for accommodations. What testing boards need is documentation of the disability and its impact on test-taking. This can come from:

• A recent private evaluation (psychologist, neuropsychologist, or educational evaluator).

• A letter from a doctor or clinician describing the diagnosis and how it affects testing.

• Records showing the student has used informal supports at school (for example, teachers allowing extra time, breaks, or use of a laptop).

It may take more paperwork without a formal IEP or 504, but many students are approved with private evaluations alone. If you’re considering this path, it’s best to start early so there’s time to gather the right documents.