Key points
- Every testing agency publishes its own documentation requirements, and those are the first thing to read.
- Federal guidance says documentation requests must be reasonable and limited to the need for the accommodation requested.
- Proof of past testing accommodations, with a statement that you still need them, is generally described as sufficient for the same accommodations.
- Never having had formal accommodations does not rule a person out.
- No evaluation provider can promise that a testing agency will approve a request.
Which exams this covers
The U.S. Department of Justice has published guidance on testing accommodations under the Americans with Disabilities Act (ADA). It covers exams given by private, state or local government entities that relate to applications, licensing, certification or credentialing for high school, college and graduate school, the professions or the trades.
In practice that means high school equivalency and entrance exams, college and graduate admissions exams, exams for admission to professional schools, and licensing exams for trades and professions. The guidance notes that it does not address statewide or districtwide assessments given by public schools.
The guidance describes itself as informal technical assistance that does not have the force of law. Treat this article the same way: it is general information, not legal advice.
What testing accommodations are and who can ask
The guidance defines testing accommodations as changes to the regular testing environment, and auxiliary aids and services, that allow people with disabilities to show their true aptitude or achievement level. Its examples include extended time, distraction-free rooms, screen reading technology, large-print or Braille booklets, and permission to bring and take medication during the exam.
Under the ADA, a person with a disability is someone with a physical or mental impairment that substantially limits a major life activity. The guidance names seeing, hearing, learning, reading, concentrating and thinking as examples. Being substantially limited does not mean being unable to do the activity.
It also addresses a worry many strong students have. A history of academic success does not mean a person has no disability that requires testing accommodations. Someone may do well and still need more time or effort than most people to read, write or learn.
What a testing agency may ask for
The central principle in the guidance is that documentation, if required, must be reasonable and limited to the need for the accommodation requested. Requests should be narrowly tailored to the nature of the disability and the need for that accommodation. What is appropriate varies with the disability and the accommodation.
The guidance lists these examples of documentation:
- Recommendations of qualified professionals
- Proof of past testing accommodations
- Observations by educators
- Results of psycho-educational or other professional evaluations
- An applicant's history of diagnosis
- An applicant's own statement of their history with testing accommodations
When past accommodations may be enough
A new evaluation is not the automatic starting point. The guidance says a testing entity may need only one or two of the items above, and if so, it should generally limit its request to those.
- You had the same accommodations on a similar examIf you show proof of the earlier accommodations and certify that you still need them because of a disability, the guidance says the testing entity should generally grant the same accommodations without asking for more.
- You had accommodations under an IEP or Section 504 planIf your most recent Individualized Education Program or Section 504 plan shows testing accommodations and you certify your current need, the guidance says the same should generally apply.
- You had accommodations at a private schoolA consistent history of accommodations for similar tests under a formal school policy, plus your statement of current need, is treated in a similar way.
- You never had formal accommodationsThis does not rule you out. The guidance says testing entities should consider the whole of a candidate's history, including informal classroom accommodations, to decide whether there is a current need.
What the guidance says about professional reports
According to the guidance, testing entities should defer to documentation from a qualified professional who has made an individualized assessment of the candidate that supports the request. It describes qualified professionals as licensed or otherwise properly credentialed, with expertise in the disability involved.
Reports from professionals who have evaluated the candidate should take precedence over the views of testing entity reviewers who have not. The guidance adds that this matters especially for learning disabilities, because face-to-face interaction is a critical part of an accurate evaluation. It does not say whether a video appointment counts as face-to-face, so ask the testing agency if you are considering an evaluation by video.
The guidance also says that a professional's decision not to include a particular test result should not block approval when the documentation as a whole shows a disability and a need for the accommodation. Agencies still set their own forms and requirements, and they make the decision.
Timing, deadlines and score reports
The guidance says a testing entity must respond to accommodation requests in a timely manner, in time for applicants to register and prepare, and with a reasonable chance to answer requests for more information and still test in the same cycle. It also says testing entities should not impose earlier registration deadlines on people who are seeking accommodations.
On score reports, the guidance says accommodated scores should be reported in the same way as other scores. It describes flagging, which means marking a score to show the exam was taken with an accommodation, as prohibited when it keeps people with disabilities from competing fairly.
None of this tells you how long a particular agency takes. Find the request deadline for your exam date early, and work backward from it.
Before you book an evaluation anywhere
- Download the testing agency's own accommodation requirements and request form for your exam.
- Check whether proof of past accommodations and your own statement of current need would be enough.
- If a report is required, ask what it must contain, who must sign it, how recent it must be, and whether an evaluation by video meets the requirement.
- Gather what you already have: school plans, earlier evaluations, letters from treating professionals.
How we can help
If the testing agency's requirements call for a current evaluation, Locascio Wellness offers psychological evaluations entirely by secure video for people physically located in Pennsylvania, West Virginia or Arizona during appointments. The two that most often relate to exams are an ADHD evaluation and a cognitive evaluation of intellectual functioning.
Send us the agency's written requirements before anything is scheduled. We cannot say that a testing agency will accept a report or approve a request, and we cannot predict what an evaluation will find. Our reports are co-signed by a supervising licensed psychologist, and it is worth confirming with the agency that this meets its rules.
Evaluations are private-pay, with a sliding scale available, and what evaluations cost is explained on its own page. The first step is the short evaluation request form or a free 15-minute consultation you can book online.
Ongoing support is a separate service. Our ADHD therapy page explains how that works. If you are in crisis or thinking about harming yourself, call or text 988, or call 911. Locascio Wellness does not provide emergency services.
Common questions
Do I need a new evaluation to get extra time on an exam?
Not always. Federal ADA guidance says proof of past testing accommodations in similar settings, along with your statement that you still need them, is generally sufficient to support a request for the same accommodations. Whether that applies to you depends on your history and on the testing agency's own requirements, so read those first and ask the agency if anything is unclear.
Can I get accommodations if I never had them in school?
Possibly. The guidance says the absence of previous formal accommodations does not rule a candidate out, and that testing entities should consider a person's whole history, including informal classroom arrangements. Its examples include a student who had only informal arrangements in class and supported a request with a letter from a doctor and a personal statement. The testing agency decides, and no one else can promise the result.
Will my score report show that I tested with accommodations?
The Department of Justice guidance says testing entities should report accommodated scores in the same way they report scores generally. It describes flagging policies that impede people with disabilities from competing fairly as prohibited by the ADA. For how a specific exam reports scores, check that testing agency's published policy.
Will a testing agency accept an evaluation done by video?
Only the testing agency can say. The federal guidance describes qualified professionals as licensed or otherwise properly credentialed and stresses an individualized assessment. It also calls face-to-face interaction critical when evaluating learning disabilities, without addressing video. Ask the agency in writing before paying for an evaluation, including ours.
Sources
Published by Locascio Wellness. Published October 13, 2026. Clinically reviewed by Anthony Locascio, PsyD, LPC. This page is general information, not medical advice or a diagnosis.