ADA Title III · Section 504 · Testing Accommodations

Testing Accommodations are
a right — not a request.

If ADHD, anxiety, or a learning disability affects how you test, federal disability law protects your right to fair accommodations on the SAT, ACT, and other entrance exams — even if your school has never formally evaluated you. We provide the independent evaluation that makes your case undeniable.

Check if you qualify See how it works

Licensed Educational Psychologist (LEP)
No prior IEP or 504 required to start
Serving families across California

Notice of Testing Accommodations

The Process

Three steps from "never tested" to documented and approved.

Every accommodation request follows the same path: establish eligibility, document it properly, and submit it the way testing agencies actually require. Here's exactly how that works with us.

Free Rights Review

A 15-minute call where we walk through your (or your child's) history and flag whether ADHD, anxiety, a learning disability, or another condition may qualify under the ADA — no paperwork required to start.

Independent Evaluation

A comprehensive assessment conducted by a Licensed Educational Psychologist, built specifically around the documentation College Board and ACT require — even without a prior school diagnosis.

Documentation & Submission

We prepare the formal report and file it through the correct channel (SSD for College Board, or the ACT's accommodations system), so nothing gets bounced back for missing paperwork.

Know Your Rights

What federal law actually guarantees.

ADA Title III

Private testing agencies must provide accommodations.

The College Board and ACT are private entities offering a public service, and are legally required to offer accommodations to students with documented disabilities — regardless of where or whether the student was previously evaluated.
Section 504

A school diagnosis is not a prerequisite.

Many students qualify for accommodations without ever having had an IEP or 504 plan. What matters is documented evidence of a disability that substantially limits a major life activity — including test-taking, reading, or concentration.
34 CFR § 104

The evaluation has to hold up.

Testing agencies scrutinize documentation closely. An evaluation needs to meet specific recency, instrument, and credentialing standards — which is exactly what an LEP-conducted assessment is built to satisfy.

"Admissions officers see one number — and if anxiety, ADHD, or a learning disability was quietly costing you points on test day, that number was never telling the truth about your ability." The right accommodations don't give you an edge over anyone else. They remove the one that was working against you.

What this means in practice: accommodations are not automatic. They require documented evidence of a qualifying disability and a demonstrated need connected to testing. Not every evaluation results in approval — but a properly conducted, properly documented one gives every eligible student the fair shot the law entitles them to.

Beyond The Score

What this can mean for the rest of your application.

The point of an accommodation is accuracy, not advantage — but a valid score you don't have to explain away still matters for how the rest of the process goes.

Superscoring works in your favor.

Most colleges take your highest section scores across every sitting. A testing environment that actually fits means you're less likely to need three attempts to see a score that reflects you.

Fewer retakes, less cycle stress.

One valid, well-documented sitting can end the cycle of re-registering, re-paying test fees, and re-waiting on results while the rest of your application sits unfinished.

A foundation that carries forward.

Many colleges ask for a recent evaluation on file to grant accommodations on campus — the documentation from this process often becomes the starting point for that, too.

Testing Accommodations area right — not a request.