Companies that produce
standardized tests, such as the SAT and ACT, make their own determination
regarding a student's eligibility for test accommodations based on their own
criteria. Even if a student has a disability and recommendations for
accommodations are written in the psychoeducational evaluation report,
accommodations may or may not be approved based on the SAT/ACT review process.
JUST HAVING A LEARNING DISORDER OR ADHD DOES NOT AUTOMATICALLY QUALIFY A STUDENT FOR TEST ACCOMMODATIONS
the majority of students we evaluate who have learning and/or ADHD issues are approved for some
type of accommodation, not all students are approved for this benefit, or they
are approved for accommodations less than hoped for by the parent and student.
Students who are often
refused accommodations or are given minimal accommodations are those who:
1. Are not currently on a
formal accommodation plan at their high school or not attending a specialized school
whose curriculum accommodates youngsters with disabilities. For example, if a
student requests extended time for college entrance testing, the SAT/ACT may
want documentation from the current school that there is a history of the teen
getting extra time for classroom and other tests administered by the school. Again,
this is a generalization and can vary based on the testing company's standards and the youngster's
2. Do not have a paper
trail of a learning or attention disability existing for a significant amount
of time in the past.
3. Have not shown clear
evidence that the attention or learning disability interferes with the speed at
which the youngster can take tests, and also that the disability interferes
We advise parents to discuss with their child's school's college counselor the disability/accommodation
application process. Parents are also encouraged to read information about
disability accommodations on the SAT and ACT websites. In complicated cases, or
if an appeal is desired, we can refer you to an education attorney who
has expertise in this area.
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