Students with disabilities can receive testing accommodations on the SAT and ACT. Here's the complete guide to applying, qualifying, and using accommodations effectively.
Types of Accommodations
Time-Related
Extended time:
- 50% extended time (time and a half): 4.5 hours vs. 3 hours (SAT)
- 100% extended time (double time): 6 hours vs. 3 hours (SAT)
Frequent breaks:
- Take breaks as needed
- Stop and restart sections
Extra breaks:
- Scheduled breaks beyond standard
Format-Related
Large print:
- Enlarged test booklet
- Usually 14 or 18-point font
Braille:
- Test in Braille format
- Audio accommodations if needed
Audio format:
- Test read aloud
- Use of screen reader or human reader
Assistive technology:
- Computer for essays
- Screen magnification
- Color overlays
Setting-Related
Small group or individual testing:
- Separate room
- Fewer students
- Reduced distractions
Alternate test site:
- Testing at school
- Home testing (rare)
Other
Breaks for medication/snacks:
- For students with diabetes, ADHD, etc.
- Medical documentation required
Permission to test across multiple days:
- Break test into sections over 2+ days
- Very rare, severe cases only
Wheelchair access, special seating:
Sign language interpreter:
- For deaf/hard of hearing students
Who Qualifies
Eligible Disabilities
Learning disabilities:
- Dyslexia
- Dysgraphia
- Dyscalculia
- Processing disorders
ADHD (Attention-Deficit/Hyperactivity Disorder):
- Difficulty with sustained attention
- Hyperactivity/impulsivity
Physical disabilities:
- Visual impairment
- Hearing impairment
- Mobility impairments
Psychiatric conditions:
- Anxiety disorders
- Depression (if impacts testing)
- OCD
Medical conditions:
- Diabetes (for breaks)
- Chronic illnesses
Temporary impairments:
- Broken arm (for writing)
- Must be documented
What You Need to Prove
1. Disability diagnosis:
- From qualified professional (psychologist, physician, etc.)
- Recent evaluation (typically within 3-5 years)
2. Impact on testing:
- How disability affects standardized testing specifically
- Not just general academic impact
3. Current accommodations:
- What accommodations you use in school
- Documented in IEP (Individualized Education Program) or 504 Plan
4. History of use:
- How long you've had accommodations
- Consistency across classes/exams
How to Apply
SAT (College Board)
Step 1: School submits request
- Who: Your school counselor or SSD coordinator
- When: At least 7 weeks before test date (earlier is better)
- How: Through College Board SSD Online
Step 2: Provide documentation
- School submits your IEP/504 Plan
- May need additional evaluation reports
- Forms completed by professionals
Step 3: College Board reviews
- Timeline: 2-7 weeks
- Decision: Approved, denied, or more info needed
Step 4: Register for test
- Use SSD code provided
- Register early (accommodated testing fills up)
Important: You cannot self-register for accommodations. Must go through school.
ACT
Step 1: Create ACT account
- Student or parent creates account
- Start accommodations request
Step 2: School submits documentation
- Who: School counselor or diagnostician
- What: Documentation of disability and accommodations
- When: At least 4 weeks before registration deadline (but start earlier!)
Step 3: ACT reviews
- Timeline: Can take 2-4 weeks or longer
- Decision: Approved, denied, or request for more info
Step 4: Register with approved accommodations
- Register for test with accommodations code
Note: ACT allows online request submission, but school must still verify.
Documentation Requirements
What to Include
IEP (Individualized Education Program):
- Current IEP (updated within the year)
- Shows accommodations received in school
504 Plan:
- Documented accommodations for disability
- Must show testing accommodations
Professional evaluation:
- Psychoeducational evaluation
- Medical diagnosis
- Typically required for first-time requests
Forms:
- Request forms (provided by College Board/ACT)
- Signed by qualified professionals
What Makes Strong Documentation
Specific diagnosis:
- Not just "learning difference" (too vague)
- Clinical diagnosis (e.g., "ADHD, Combined Type")
Test scores showing impact:
- Psychoeducational testing showing processing deficits
- Example: Slow processing speed
History of accommodations:
- Years of use in school
- Consistent across settings
Clear connection to testing:
- How disability specifically impacts standardized testing
- Why requested accommodations are necessary
Common Reasons for Denial
Insufficient documentation:
- Diagnosis too old (>5 years)
- Missing required forms
Lack of school accommodations:
- Not receiving accommodations in school
- Requesting accommodations not used in classes
Inconsistent use:
- Accommodations used only sometimes
- Removed from IEP/504 and later re-requested
Self-diagnosis:
- No professional evaluation
- Parent or teacher observation only
Appealing a Denial
SAT Appeals Process
Step 1: Understand why denied
- College Board sends explanation
Step 2: Gather additional documentation
- Address specific concerns
- Additional evaluations if needed
Step 3: Submit appeal
- Through SSD coordinator at school
- Include new/additional documentation
Timeline: Can take several weeks (plan ahead!)
ACT Appeals Process
Similar process:
- Review denial reason
- Submit additional documentation
- Can take 2-3 weeks or more
Tip: If denied close to test date, consider:
- Testing without accommodations (can retake later)
- Waiting for next test date with approved accommodations
Using Accommodations on Test Day
What to Expect
Extended time testing:
- Separate room (usually)
- Fewer students
- Different schedule (may start earlier or end later)
Test format:
- Same test, same questions
- Just more time or different format
Scores:
- No indication on score report that accommodations were used
- Colleges cannot tell
Logistics
Arrive early:
- Accommodated testing often different schedule
- Check your admission ticket for specific time
Bring materials:
- Same as regular testing (ID, calculator, pencils)
- Plus any additional tools (magnifier, etc.)
Test center:
- May be different from standard testing center
- Confirm location ahead of time
Common Issues
Accommodation not implemented correctly:
- Proctor doesn't give full extended time
- Room too noisy/distracting
- Report immediately to proctor, then to testing agency
Technical problems:
- Equipment failure (computer, audio)
- Request to continue testing or reschedule
You don't feel ready:
- Can cancel scores on test day (SAT)
- Consider carefully (can't undo)
Strategic Considerations
Should You Request Accommodations?
YES, if:
- You have documented disability
- Accommodations significantly help performance
- You use accommodations consistently in school
MAYBE, if:
- Disability is mild
- Accommodations help marginally
- Concerned about stigma (shouldn't be, but consider)
NO, if:
- Don't have qualifying disability
- Don't use accommodations in school
- Requesting just to get advantage (won't be approved anyway)
Extended Time: How Much?
50% extended time:
- Most common
- Appropriate for moderate processing delays, ADHD
100% extended time:
- Less common
- For severe disabilities (significant processing deficits)
Consider:
- What you receive in school
- Evaluation recommendations
- Impact of disability
Other Accommodations to Consider
Don't just default to extended time. Consider:
- Breaks (for ADHD, anxiety)
- Large print (for visual impairments)
- Separate room (for anxiety, distractibility)
Can combine: Extended time + breaks + small room
Myths and Facts
Myth: "Accommodations are unfair"
Fact: Accommodations level the playing field. Students with disabilities face barriers that accommodations mitigate.
Myth: "Colleges will know and judge you"
Fact: Score reports don't indicate accommodations were used. Colleges cannot tell.
Myth: "Everyone can get extended time"
Fact: Approval requires documented disability and school accommodations. Not easy to get.
Myth: "Accommodations guarantee higher scores"
Fact: Accommodations remove barriers, but you still need knowledge and skills.
Myth: "You can just request accommodations for the test"
Fact: Must have school accommodations first (IEP/504 Plan). Can't just ask for test accommodations without broader support.
Timeline
Ideal Timeline
Freshman/Sophomore Year:
- Get evaluated if not already
- Establish 504 Plan or IEP
- Start using accommodations in school
Junior Year Fall:
- Work with school counselor
- Submit accommodation request (7+ weeks before first test)
- Get approval before spring testing
Junior Year Spring:
- Test with accommodations
- Evaluate if accommodations help
Senior Year:
- Continue using approved accommodations
- Already approved (no need to reapply each time)
Rush Timeline (Not Recommended)
If you need accommodations quickly:
- Start process immediately (minimum 7 weeks)
- Get school to prioritize your request
- Be prepared for possible denial (insufficient lead time)
Resources
College Board SSD:
ACT Accommodations:
Parent advocacy groups:
- National Center for Learning Disabilities (NCLD)
- Learning Disabilities Association of America (LDA)
- CHADD (for ADHD)
Final Advice
Start early: Accommodation requests take time. Don't wait until right before the test.
Be honest: Only request accommodations you truly need and use.
Use them: If approved, use accommodations on test day. They're there to help.
Practice with accommodations: Take practice tests with extended time to prepare.
Accommodations ensure fair access to testing. If you have a documented disability, don't hesitate to request the support you're entitled to.
