To take College Board exams with accommodations, students with communication disorders must request accommodations from the College Board’s Services for Students with Disabilities (SSD).
Accommodation requests must be documented. Make sure your documentation meets these seven criteria:
Diagnosis Clearly Stated
Documentation should state the specific communication disorder as diagnosed. The diagnosis should be made by someone with appropriate professional credentials; should be specific; and, when appropriate, should relate the disability to professional standards, such as the Diagnostic and Statistical Manual of Mental Disorders (DSM-5 or whichever edition was current at the time of diagnosis).
Some examples of communication disorders include the following:
- Language Disorder
- Childhood-Onset Fluency Disorder (stuttering)
- Speech Sound Disorder (Phonological Disorder)
- Social (Pragmatic) Communication Disorder
Because disabilities change over time, documentation must be up to date. The acceptable age of documentation depends on the disabling condition, the current status of the student, and the specific accommodations requested. Include updates where appropriate.
Provide relevant educational, developmental, and medical history in support of the specific diagnosed communication disorder and the functional limitation. Information about the student’s history of receiving school accommodations and current use of accommodations helps the College Board understand the nature and severity of the student’s disability and the need for accommodations. Teacher observations are often helpful as well; they may be recorded on the Teacher Survey Form (.pdf/240KB).
Documentation should describe the comprehensive testing and techniques used to arrive at the specific diagnosed communication disorder. These could include:
- A speech/language evaluation or neuropsychological evaluation that includes language testing
- A cognitive ability test
- An academic achievement test
Provide the evaluator’s full report, including:
- A summary of the assessment procedures and evaluation instruments used to make the diagnosis
- A narrative summary of the evaluation results
- Test results with all subtest scores
Common Diagnostic Tests lists frequently used tests.
Functional Limitation Described
Explain how the identified diagnosed communication disorder currently impacts the student’s daily functioning and ability to participate in College Board exams. For example, does the student work more slowly than other students? Is the student able to read the test? Write an essay?
Functional limitation can be documented in a variety of ways:
- Speech and language evaluations.
- Psychoeducational evaluations, including both test scores and narrative.
- Standardized test scores, including standard and scaled scores. Use national norms to support both the diagnosis and functional limitation.
- Summary of the student's developmental, educational, and medical history.
- Teacher observations. You may want to use the Teacher Survey Form (.pdf/240KB).
Recommended Accommodations Justified
It’s not enough to say that a student has a communication disorder; documentation must show why the student needs the requested accommodations. Some students who receive accommodations in school may not require accommodations on College Board tests.
Be sure your rationale for specific accommodations focuses on the following:
- Connection between the student’s diagnosed disability and the requested accommodations
- Current needs of the student
- Reasons requested accommodations are needed on the College Board’s standardized exams
A detailed description of the student’s current symptoms, including their frequency, duration, and intensity, could be helpful.
Students requesting extended time should document difficulty completing timed tasks, include the amount of extended time required or the maximum amount of time the student can be tested in a day, and include current scores on timed and untimed or extended time tests.
See Accommodation Documentation Guidelines for documentation requirements specific to extended time, computer use, and other typical accommodations.
Professional Credentials Listed
Establish the evaluator’s professional credentials. Evaluators must be authorized by the state in which they practice to administer the necessary tests and to diagnose the specific communication disorder.