Empowering Students with Disabilities: How to Request Testing Accommodations for Disabilities
For many students with disabilities, whether related to learning, physical, medical, visual, or hearing challenges, standardized testing can present obstacles that don’t reflect their true academic ability. The good news is that with the right documentation and planning, students can request assistive technology accommodations that support their individual needs and promote a fair testing experience.
What Is Assistive Technology?
Assistive technology (AT) refers to a broad range of tools, devices, or software designed to help students access and interact with educational materials, especially during high-stakes testing situations. These tools are not meant to give students an unfair advantage, but rather to provide equal access by supporting the specific ways they learn and function best. Depending on the student’s individual needs and disability, assistive technology may include:
Screen readers or text-to-speech software that read test questions and passages aloud, helping students with reading disabilities or visual processing challenges.
Word processors for written responses, allowing students who struggle with handwriting or fine motor coordination to type their answers.
Speech-to-text tools, which convert spoken language into written text—especially helpful for students with dysgraphia, physical limitations, or language processing difficulties.
Magnification software, which enlarges text and images on screen for students with low vision or visual tracking issues.
Hearing aids or FM systems, which enhance sound clarity for students with hearing impairments by reducing background noise and amplifying spoken instructions.
Alternative input devices, such as adaptive keyboards, switches, or touchscreens, which support students with physical or motor disabilities who cannot use standard input tools.
These technologies can be life-changing. For many students, they serve as a bridge between potential and performance, helping them overcome barriers related to reading, writing, communication, and physical access. When thoughtfully implemented, assistive technology can reduce frustration, boost confidence, and allow students to demonstrate what they know in a way that aligns with how they learn best.
Who Can Request Assistive Technology?
Assistive technology can be requested by students with a variety of documented disabilities, including but not limited to:
Learning disabilities (e.g., dyslexia, dysgraphia)
Medical or physical disabilities (e.g., cerebral palsy, chronic pain, motor impairments)
Visual impairments
Hearing impairments
It’s important to remember that the specific diagnosis is only part of the equation. What truly matters is demonstrating that the assistive technology is necessary for the student to meaningfully access and participate in the testing process. The request should show how the student’s disability functionally limits their ability to take the test under standard conditions, and how the requested technology mirrors what they already use successfully in school or other academic settings.
Ultimately, the goal is to create a testing environment that reflects the student’s abilities, not their limitations, by removing unnecessary barriers and allowing them to perform at their best.
What Documentation Is Required?
To request assistive technology accommodations from the College Board or other standardized testing agencies, families need to provide thorough documentation that clearly outlines the student’s needs and how specific tools will support them during testing. This documentation should:
Clearly identify the student’s diagnosed disability, such as a learning, physical, medical, visual, or hearing impairment.
Demonstrate the functional limitations associated with the disability, explaining how it affects the student’s ability to read, write, process information, or physically complete tasks in a standard testing environment.
Include a detailed description of the assistive technology being requested, including the name, version number, and the specific features that will be used during the test. It should also explain how and when the technology will be used (e.g., for reading passages aloud, typing responses, or navigating test questions) and which features, if any, will be disabled to comply with test security guidelines.
Providing this level of clarity and detail helps the review board understand exactly why the assistive technology is necessary and how it directly supports the student’s access to the exam. The stronger and more specific the documentation, the better the chances of securing the appropriate accommodations.
Start Early for a Smoother Process
Applying for accommodations can take some time, so it’s a good idea to start the process a few months before your student’s test date. This gives you enough time to gather any needed documentation, complete evaluations, and work with the school to get everything submitted. Each testing organization, like the College Board or ACT, has its own deadlines and requirements, so starting early helps avoid last-minute stress.
Be sure to stay in touch with your school’s SSD (Services for Students with Disabilities) Coordinator, who can help make sure all the paperwork is filled out correctly and submitted on time. Getting a head start can make the whole process smoother and help your student feel more prepared and supported.
How Tampa Pediatric Psychology Can Help
At Tampa Pediatric Psychology, we provide comprehensive evaluations for students with a wide range of disabilities. Our reports are tailored to meet the documentation standards required for accommodations. We collaborate with families and schools to ensure that the accommodations requested are both appropriate and well-supported by evidence.
Every student deserves a fair chance to demonstrate their abilities. Assistive technology can be a critical part of that process. Whether your child has a learning disability, physical impairment, or sensory challenge, Tampa Pediatric Psychology is here to help.
Contact us today to schedule an evaluation or learn more about how we can support your family through the accommodations process.
Check out this article for more information on testing accommodations: https://accommodations.collegeboard.org/request-accommodations/provide-documentation/frequently-requested