Laurie Peterson, M.Ed., NCED
Founder and Executive Director
Every year, as SAT and ACT testing dates approach, our phones start ringing with a familiar question.
"My child has ADHD, and they're taking the SAT next month. Can we schedule an evaluation so they can get extended time?"
I completely understand why parents ask. They want to give their child every opportunity to succeed, and once they realize testing accommodations might be available, they want to get the process started as quickly as possible.
But here's the part that often surprises families. Having a diagnosis of ADHD, anxiety, dyslexia, or another disability does not automatically mean your child will receive accommodations on the SAT or ACT.
And even when a student has a documented disability that supports the need for accommodations, approval doesn't happen overnight.
There are documentation requirements, application procedures, and deadlines established by each testing organization. An evaluation completed today does not guarantee accommodations will be approved for an examination scheduled next month.
This is why one of the most important pieces of advice I give parents is to start planning well before their child's anticipated testing date. Let's talk about how the process works, what families need to know, and how to avoid some of the most common mistakes I see.
Families considering an evaluation can learn more about our SAT and ACT accommodation testing services.
Does an ADHD Diagnosis Automatically Qualify My Child for Extended Time?
This is probably the biggest misconception I encounter when talking with parents about standardized testing accommodations.
A parent calls and explains that their child has been diagnosed with ADHD, anxiety, dyslexia, or another learning disability. They assume that because the diagnosis exists, their child should automatically qualify for extended time. But that isn't how the process works.
A diagnosis identifies a condition. Testing accommodations are intended to address the functional limitations associated with that condition.
For example, two students may both have ADHD, but their challenges can look very different. One student may struggle significantly with sustaining attention, processing information efficiently, and completing examinations within standard time limits. Another student may have greater difficulty with organization, planning, and completing homework assignments, but may perform relatively well on structured, timed examinations.
Both students can have legitimate diagnoses of ADHD, but that doesn't necessarily mean they require the same accommodations.
The same is true for anxiety and learning disabilities. When we conduct a comprehensive evaluation at Diagnostic Learning, we're not simply looking for a diagnosis. We're examining how the student's difficulties affect their academic performance, cognitive processing, attention, executive functioning, and ability to demonstrate their knowledge.
And most importantly, we're determining whether the findings support the need for specific accommodations.
My Child Already Has a 504 Plan or IEP. Isn't That Enough?
This is another question I hear all the time.
A parent will tell me, "My child already receives extended time at school. Why wouldn't they automatically receive it on the SAT or ACT?"
It's a reasonable question. A Section 504 Plan or Individualized Education Program (IEP) can be very important documentation when requesting accommodations. In fact, both College Board and ACT consider a student's history of receiving accommodations when reviewing requests.
However, school-based accommodations do not automatically transfer to national standardized examinations. College Board and ACT have their own approval procedures, and each organization makes its own decisions.
For some students, an established history of accommodations, supported by school documentation, may be sufficient without requiring a new private evaluation. For others, additional information may be necessary to explain the student's functional limitations and why particular accommodations are needed.
This is why I encourage parents to review their child's existing accommodations with the school well before the anticipated testing date.
And here's another important point.
If your child has a 504 Plan or IEP but isn't consistently using the accommodations provided, that is something worth discussing with the school. The student's actual experience with accommodations can provide valuable information about what supports are effective and necessary.
We Have the SAT Next Month. Is It Too Late?
This is the conversation I wish more families would have earlier.
The answer depends on several factors, including whether your child has already been approved for accommodations, what documentation is available, and the deadlines associated with the examination.
College Board advises families that a new accommodations request can take up to seven weeks once all required documentation has been received. And if additional documentation is requested, the process may take longer.
ACT has its own submission deadlines and review procedures, which are not identical to College Board's.
So when a parent calls a few weeks before the SAT or ACT, requesting an evaluation, I want them to understand that completing the evaluation is only one part of the process.
Even if we can schedule the evaluation promptly, the testing organization still needs time to review the request and make a determination. This does not mean families should give up if their testing date is approaching. It means they need to understand the available options, communicate with their school's accommodations coordinator, and determine whether a later testing date may be more realistic.
My advice is always the same: Don't wait until you're facing a deadline to start asking questions.
SAT vs. ACT: Is the Accommodations Process the Same?
No, and this is where families can become understandably confused.
Although both examinations offer accommodations for students with documented disabilities, the application procedures are different.
Requesting SAT Accommodations
College Board manages accommodations through its Services for Students with Disabilities (SSD) program.
For most students attending public or private schools, the process begins with the school's SSD coordinator. The coordinator submits the request, provides information about the student's disability and accommodations history, and supplies supporting documentation when required.
College Board reviews the request and determines which accommodations, if any, are approved.
One important consideration is timing. College Board recommends submitting requests early because the review process may take up to seven weeks.
Students who have already received College Board approval for the same accommodations on another College Board examination may not need to submit an entirely new request. However, families should confirm their approval status and testing arrangements with the SSD coordinator.
Requesting ACT Accommodations
ACT uses a different process.
For students enrolled in participating schools, accommodations requests generally involve the school's designated official and ACT's accommodations submission system.
Families are encouraged to register for the ACT and coordinate with their school to ensure that the request and supporting documentation are submitted by the applicable deadline. ACT considers the student's documented disability, functional limitations, and history of accommodations when making its determination.
Importantly, ACT's submission deadlines may occur well before the actual examination date.
For both examinations, families should review the current requirements rather than assuming that the procedures are identical.
What If My Child Is Homeschooled?
This is an important question because homeschool families may not have access to the same school-based accommodations coordinator as students attending traditional schools.
For the SAT, College Board allows families to submit accommodations requests directly through its process for students who are homeschooled or who are not applying through a school. This involves completing the appropriate eligibility form and providing supporting documentation.
ACT also has a process for homeschooled students and individuals who are not currently enrolled in school. These requests may require additional information about the student's instructional history, accommodations, and functional limitations.
For homeschool families, I especially encourage planning ahead.
Without a traditional school's accommodations coordinator helping manage the process, parents may need to take a more active role in gathering records, completing forms, and monitoring deadlines.
And just as with students attending public or private schools, a diagnosis alone does not guarantee approval.
My Child Has Never Had Accommodations Before. Can We Still Apply?
Yes.
A student does not necessarily have to have an existing 504 Plan or IEP to request accommodations on the SAT or ACT.
However, the absence of a documented accommodations history may mean that additional information is needed to establish the student's current functional limitations and the rationale for the requested supports.
This is something we encounter at Diagnostic Learning. Some students have managed to perform reasonably well academically despite significant challenges. Others may have received informal support from teachers, additional time at home, tutoring, or other assistance without ever having a formal accommodations plan.
And some students are only beginning to recognize the extent of their difficulties as academic expectations increase.
All of that history can be relevant.
However, the evaluation still needs to identify and document the student's difficulties, and the testing organization must determine whether the evidence supports the requested accommodations.
What Types of Accommodations Are Available on the SAT and ACT?
Depending on the student's documented needs and the testing organization's approval, accommodations may include:
Extended testing time, such as 50% or 100% additional time.
Additional or extended breaks.
Breaks as needed.
Small-group or separate-room testing.
Text-to-speech or other approved reading assistance.
Alternative testing formats or assistive technology.
Multiple-day testing arrangements when available and approved.
Not every accommodation is available under every testing arrangement, and some require specialized testing locations or administration procedures.
I also want parents to understand that extended time isn't necessarily the answer for every student.
For some students, additional breaks may be particularly beneficial. Others may require a reduced-distraction environment or specific assistive technology.
The purpose of accommodations is to address documented functional limitations, not simply to provide additional testing time because an examination is challenging.
My Child Has an Evaluation. Now What?
This is one of the most important things I want families to understand.
A comprehensive evaluation and an accommodations application are not the same thing.
At Diagnostic Learning, our responsibility is to conduct a thorough evaluation, identify relevant strengths and weaknesses, document functional limitations, and provide recommendations supported by the findings. But completing that evaluation does not automatically submit an accommodations request to College Board or ACT.
Families generally need to coordinate with their school or follow the appropriate direct application process. Once an evaluation is completed, I encourage families to:
Review the evaluation findings and recommended accommodations.
Meet with the school's 504 coordinator, counselor, or designated testing accommodations coordinator.
Confirm which documents are needed for the specific examination.
Make sure the request is submitted before the applicable deadline.
Follow up to confirm that the request has been received and reviewed.
Verify that approved accommodations are properly arranged before test day.
And please don't assume that submitting documentation means accommodations have been approved.
Wait for the official determination and confirm the testing arrangements.
What Happens If Accommodations Are Denied?
First, don't assume that a denial means your child's diagnosis is invalid.
A testing organization may determine that the documentation does not sufficiently establish the need for a particular accommodation, even when the underlying diagnosis is well documented. Sometimes additional information may be needed to clarify the student's functional limitations or explain the rationale for the requested accommodations.
Both College Board and ACT have procedures for reviewing additional information or reconsidering decisions, depending on the circumstances.
If your child's request is denied, carefully review the decision letter and share it with the school official coordinating the request and, when appropriate, the professional who completed the evaluation.
Understanding the specific reason for the decision is an important first step in determining what to do next.
When Should Families Start Planning for SAT or ACT Accommodations?
Earlier than you think!
In fact, I encourage families to begin having these conversations during sophomore year, if not sooner.
If your child already receives accommodations through a 504 Plan or IEP, sophomore year is an excellent time to review those supports and discuss plans for standardized testing. If your child has been struggling academically but has never received a formal evaluation, don't wait until the SAT or ACT is right around the corner to investigate those concerns.
Starting early allows time to complete an evaluation when appropriate, review the findings, establish needed school supports, gather documentation, and navigate the testing organization's approval process. It also allows students to become familiar with their accommodations and understand how to use them effectively.
One of the things I frequently remind families is that the goal isn't simply to have accommodations approved, It's to make sure the student has appropriate supports in place and knows how to use them successfully.
How Diagnostic Learning Can Help
At Diagnostic Learning, we work with students and families seeking comprehensive evaluations for ADHD, anxiety, dyslexia, dysgraphia, and other learning and attention-related challenges. We understand that navigating testing accommodations can feel overwhelming, especially when parents are trying to coordinate school services, standardized testing, and college planning.
Our evaluations are designed to provide a comprehensive understanding of the student's learning profile and address relevant documentation requirements for standardized testing accommodations. We also believe in being transparent about what an evaluation can and cannot guarantee.
Our responsibility is to conduct an objective evaluation and provide appropriate recommendations based on the findings. The final decision regarding testing accommodations belongs to College Board or ACT.
If you're beginning to explore SAT or ACT accommodations for your child, we encourage you to start the conversation early. Because the last thing I want is for a family to discover, just weeks before an important examination, that they needed to begin this process months ago.
A little planning can make a tremendous difference.
