Access, Not Advantage: The Essential Guide to Exam Accommodations for ADHD, ASD, and Dyslexia

When a child has a neurological condition such as ADHD, autism spectrum differences (ASD), or dyslexia, the move into high-stakes exams can feel daunting. The encouraging truth is that major secondary and pre-university programs—IB, A Level, AP, and SAT—offer formal accommodations for students with documented needs. These adjustments are not shortcuts; they level the playing field by removing barriers unrelated to knowledge. The single most important step to secure appropriate support is an early, comprehensive psychoeducational evaluation that clearly documents the disability, functional impact, and recommended accommodations. Starting early avoids last-minute stress, gives time to implement supports in school, and builds a consistent record that exam boards look for.

Why early diagnosis and documentation matter

• Policies require evidence. The IB, Cambridge/Edexcel (A Level), College Board (AP/SAT) all require recent, comprehensive documentation from qualified professionals. Reports must include diagnosis, testing data, functional impact on academic tasks, and a rationale for each requested accommodation.
• “History of use” strengthens approval. Boards typically look for accommodations already used in school. Early identification allows schools to implement supports in class and on internal exams, demonstrating consistent need over time.
• Timelines are long. Schools often submit requests months in advance (commonly 4–9 months before examinations). Early assessment ensures you meet internal school deadlines and any re-evaluation requirements (often within the last 2–3 years).
• Targeted fit. A thorough evaluation clarifies which barriers exist—speed, decoding fluency, working memory, attention regulation, sensory needs—so requests are precise and credible.

Common types of accommodations

While specifics vary by program and by the student’s needs, these are frequently approved adjustments when supported by data:

• Extended time. Commonly 25% (time-and-a-quarter), sometimes 50%, and in rarer cases more. Typically granted for dyslexia (reading fluency), dysgraphia (written output), ADHD (processing/organization), and certain ASD profiles when speed is impacted.
• Separate or reduced-distraction setting. Taking the exam in a small group or quiet room to mitigate attentional or sensory overload.
• Extra/stop-the-clock breaks. Scheduled or as-needed breaks without loss of working time, crucial for ADHD self-regulation, anxiety, and certain medical or sensory needs.
• Reader or text-to-speech. Human reader or approved assistive technology to access text where decoding is impaired (dyslexia, visual processing). For College Board, this may be provided via approved software or human support.
• Scribe or speech-to-text. For students with dysgraphia, fine-motor challenges, or severe written-expression impairments. Typed responses and dictation tools may be allowed with safeguards.
• Computer use/word processor. To replace handwriting, often with spellcheck disabled unless spelling is not being assessed or the disability specifically warrants it.
• Large-print, braille, colored overlays, visual aids. For visual or sensory integration needs.
• Prompts for focus/organization. Supervisors may give scripted redirection or check-ins where allowed.
• Alternative formats. Extended response time for practicals/orals, modified scheduling, or separate rooms for listening components (where policies permit).
• Sensory/medical supports. Noise-canceling headphones (non-electronic), sensory tools, medication access, or seating near exits.
• Modified timing/scheduling. Testing over multiple days or with multiple sessions, where policies allow and with clear medical justification.

Program-specific notes

International Baccalaureate (IB)

• Process: “Access and Inclusion” is managed through the IB coordinator. Requests are submitted on IBIS with documentation.
• Documentation: Comprehensive psychoeducational report within the last 2–3 years for learning and attention diagnoses. Include test scores for reading rate, accuracy, comprehension; writing fluency; processing speed; working memory; attention/executive measures; and functional impact statements.
• Typical accommodations: 25% or 50% extra time; additional breaks; separate room; word processor; reader/text-to-speech; scribe/speech-to-text; practical/oral exam adjustments; modified papers (large print).
• Emphasis: IB favors accommodations that mirror what the student routinely uses in class—build that history early.

A Level (Cambridge/Edexcel/AQA)

• Process: Schools apply for “Access Arrangements” through their exam center portal (e.g., Access Arrangements Online for JCQ boards in the UK).
• Documentation: A Specialist Assessor or psychologist report with standardized scores demonstrating need (e.g., below-average speed/fluency). Recency rules apply (often within 26 months for UK JCQ assessments).
• Typical accommodations: Extra time (25% typical; 50% with strong evidence), reader or reading software, scribe or voice recognition, supervised rest breaks, separate room, modified papers. Spellcheckers are tightly controlled and subject-specific.
• Emphasis: JCQ/board criteria are technical; ensure the report includes precise standard scores and links each requested arrangement to documented deficits.

AP and SAT (College Board)

• Process: Requests go through the school’s SSD (Services for Students with Disabilities) Coordinator; independent students can apply directly. Approval, if granted, generally covers all College Board exams for a period.
• Documentation: Recent clinical evaluation showing diagnosis, history, school plan (504/IEP or equivalent), classroom accommodations, and functional impact. For ADHD, include developmental history, current symptom rating scales from multiple informants, and evidence of impairment. For dyslexia, include timed and untimed reading measures and fluency.
• Typical accommodations: 50% extended time is common when warranted; 100% time in more severe cases; extra breaks; separate room; computer for essays; reader/text-to-speech; large print; MP3 audio for reading. Note that calculator and format policies are content-specific.
• Emphasis: Demonstrate that accommodations match school use and target specific barriers (e.g., reading fluency for extended time; written output for computer use).

How to prepare and advocate

1. Pursue an early, comprehensive psychoeducational assessment.

• Aim by late primary or early secondary if concerns exist.
• Ensure the report includes standardized data on processing speed, working memory, reading fluency/accuracy, written expression fluency, attention/executive function, and a clear functional impact narrative.
• Request explicit recommendations mapping each barrier to an accommodation.

2. Implement accommodations in school right away.

• Put supports into the student’s regular routines, classroom tests, and mock exams. Keep records: teacher notes, school plans (IEP/504 or international equivalents), and samples showing improved access with supports.

3. Track timelines and responsibilities.

• Meet with your IB Coordinator, Exams Officer (A Level), or SSD Coordinator (College Board) at least 9–12 months before testing.
• Ask about recency requirements, specific forms, and technology approvals. Submit early to allow for appeals if needed.

4. Align requests to data.

• For dyslexia and slow reading rate, request extended time and text-to-speech where permitted; include reading fluency percentiles.
• For ADHD with sustained attention deficits, request extra breaks, separate setting, and extended time; include attention/executive test results and rating scales.
• For ASD with sensory overload, request reduced-distraction rooms, breaks, and visual supports; document sensory/communication impacts.

5. Prepare the student.

• Practice with the exact accommodations during class tests and full-length mock exams. Teach pacing, break management, and use of assistive tech well before test day.

Common pitfalls to avoid

• Late requests. Submitting close to exam dates risks denial or logistical failure.
• Mismatch between documentation and requests. Ask only for accommodations directly tied to documented deficits.
• No history of use. Build a consistent record at school to strengthen approvals.
• Out-of-date evaluations. Refresh reports if they fall outside recency windows.

Bottom line

Accommodations are about access, not advantage. With an early, thorough diagnosis and well-documented history of use, students with ADHD, ASD, dyslexia, and related profiles can show what they know on IB, A Level, AP, and SAT exams. Start early, document carefully, and partner closely with your school. The result is a fair testing environment that reflects your child’s true learning and potential.