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.


  1. Document three key criteria.

    To be eligible for accommodations, College Board will want to know:

    1. Can you document the disability?
    2. Does the disability affect exam participation?
    3. Are the requested accommodations needed?
  2. 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

    See Commonly Used Diagnostic Tests.

  3. 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.