Advice for Evaluators
Requesting accommodations for a College Board exam—and then documenting the need for those accommodations—may differ from the process used for school or state requests. Please read our documentation guidelines carefully, and be aware that a general letter that only states the diagnosis is usually not sufficient.
Instructions
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Document three key criteria.
To be eligible for accommodations, College Board will want to know:
- Can you document the disability?
- Does the disability affect exam participation?
- Are the requested accommodations needed?
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Provide pertinent and detailed documentation.
Documentation should be detailed and descriptive of the individual student, including:
- Specific diagnostic information, such as test scores, visual measurements, or detailed medical information
- Narrative information, explaining the history of the student’s impairment, and how the disability currently impacts the student’s need for accommodations
- Information about the functional impact of the disability, such as the frequency, duration, and intensity of symptoms
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Ensure that documentation remains up to date.
Whenever possible, evaluations should report the results from the most current edition of the diagnostic test. And, in some cases, an update—rather than a full re-evaluation—may be needed to reflect changes in a student’s disability.