Test accommodations: extra time, separate room and how to ask¶

Exam accommodations, also called access arrangements, reasonable adjustments or testing supports, are changes to how an exam is taken so that a student with a disability, health condition or learning difference can show what they know. Extra time, a separate room, rest breaks, a reader or a computer are common examples. They do not give an unfair advantage. They remove a barrier that has nothing to do with the knowledge the exam is meant to measure.

Many students who would qualify never ask, because they are embarrassed, do not know the process, or assume the answer will be no. This guide explains what is available, how to request it, what evidence you may need, how your rights differ by country, and why timing matters. It is written for students and parents, and it also explains when to see a counsellor, doctor or crisis line.

Fai isto agora¶

1. Tell your school today, even if the exam is close. Contact the exams officer, special educational needs coordinator, learning support office or school counsellor, and say you need exam accommodations.
2. Ask what the deadline is and what evidence is needed. Deadlines are set by schools and exam bodies and can be weeks or months ahead. Write down the dates.
3. Book a doctor or specialist visit if you have no documentation. Ask for a letter or report that describes your condition and how it affects exams.
4. Collect existing records. Gather past assessments, individual education plans, 504 plans, medical letters, or reports of previous accommodations.
5. Request specific accommodations in writing. Describe what you need, why, and how it helps. Keep a copy.
6. Follow up and practise. Ask for confirmation in writing, then practise with the accommodation, such as timing yourself with the extra time, so it feels normal on the day.

If your health or safety is at immediate risk, call your local emergency number (911 in the United States and Canada, 112 across the European Union, 999 in the United Kingdom). The números de emerxencia page lists contacts for other countries.

What accommodations are¶

An accommodation changes how a test is delivered or how you respond, without changing what the test measures. A modification, by contrast, changes the content or standard of the test itself, and is usually not available on external exams. The difference matters because most accommodations are routinely approved when evidence supports them, while modifications are rare.

Common accommodations¶

Different exam bodies use different names and limits. Always check the rules of your specific exam, because what is allowed in a school test may differ from a national exam.

Who can qualify¶

Eligibility depends on need, not label. Students may qualify for accommodations if they have:

• A specific learning difficulty such as dyslexia, dyscalculia or dysgraphia.
• Attention deficit hyperactivity disorder.
• An autism spectrum condition.
• An anxiety disorder, depression, panic disorder, or another mental health condition.
• A physical disability or long term medical condition such as diabetes, epilepsy, chronic pain or a heart condition.
• A visual or hearing impairment.
• A temporary condition such as a broken arm, concussion or a severe illness.
• A language need, in some systems for students who are learning the language of the exam.

If you are unsure whether you qualify, ask. The school or exam body decides, but you cannot be turned down for something you never requested.

Your rights by country¶

Rights and processes differ widely. The summaries below are general and labeled by country. Laws change, so check the current rules of your education authority and exam board.

Nos Estados Unidos¶

• Laws. Section 504 of the Rehabilitation Act, the Americans with Disabilities Act and the Individuals with Disabilities Education Act protect students with disabilities. Public schools provide accommodations through an individualized education program or a 504 plan. Colleges provide them through a disability services office.
• Standardized tests. The College Board (SAT, Advanced Placement), ACT, and other test providers have their own processes. Students with an existing school plan may be able to use it as part of an application, but approval is decided by the test provider.
• Timing. The College Board advises students to apply well ahead, and says reviews can take several weeks, so apply early. ACT also advises requesting accommodations early. Check each provider's current published deadlines.
• Evidence. Providers usually ask for documentation, such as a school plan, evaluation reports or a professional's letter, and a description of how the condition affects testing.
• Se se rexeita. Ambos provedores teñen procesos de apelación. Os pais tamén poden solicitar apoio ao distrito escolar e, cando se vulneren dereitos, presentar unha denuncia ante a Oficina de Dereitos Civís.

For more on school plans and disputes, see the guide on special education IEP violations and improper suspension.

No Reino Unido¶

• Laws. The Equality Act 2010 requires schools and exam bodies to make reasonable adjustments for disabled students in England, Scotland and Wales. Northern Ireland has its own disability discrimination laws.
• Process. For many general qualifications, the Joint Council for Qualifications sets the rules for access arrangements, which cover extra time, rest breaks, readers, scribes and more. The school or college submits applications for access arrangements, and an assessor may need to carry out a test, for example for extra time.
• Evidence. The school or college usually needs evidence of need and normal way of working, which means the student already uses the support in class. A formal assessment by a qualified assessor is often required for extra time.
• Timing. Deadlines are set by the exam bodies and are often in the spring for summer exams. Ask your exams officer for the current dates.
• Special consideration. If something goes wrong at the time of the exam, such as illness or bereavement, the school can apply for special consideration. See the guide on loxística do día do exame e emerxencias.

In Ireland¶

• The State Examinations Commission runs reasonable accommodations in the Certificate Examinations, known as RACE. Schools apply on behalf of students, with supporting evidence, and the commission decides. Ask your school's learning support teacher or guidance counsellor for the current process and deadlines.

In Canada¶

• Education is a provincial responsibility, so rules differ by province and territory. Human rights codes require reasonable accommodation for disability. Students typically work with the school's learning support or special education team, and provincial exam bodies provide their own request process. Post-secondary institutions have accessibility services.

En Australia¶

• The Disability Discrimination Act 1992 and the Disability Standards for Education 2005 require reasonable adjustments. State and territory curriculum authorities handle special provisions for senior secondary exams. Students usually apply through their school with supporting documentation. Universities have disability or access services.

In the European Union and elsewhere¶

• Many countries have national laws that require inclusive education and reasonable accommodation, often following the United Nations Convention on the Rights of Persons with Disabilities. National education ministries or exam authorities set procedures. Ask your school's guidance staff or the ministry for the official process.

International exams¶

• Organizations such as the International Baccalaureate and Cambridge have their own inclusive access arrangements policies, usually applied through the school coordinator. Contact your coordinator early, since deadlines are firm and evidence may be required.

If you are not sure where to begin in your country, start with the school or college, then the exam body's website, then a national disability or education advice service.

How to request accommodations step by step¶

Step 1: Identify what you need¶

Think about what makes exams hard for you. Is it reading speed, handwriting, concentration, anxiety, pain, medical needs? Try a short timed practice and note what slows or stops you. This helps you ask for the right support, not just "extra time" by default.

Step 2: Talk to the right person¶

Comeza con alguén de confianza na escola: o oficial de exames, o coordinador de necesidades especiais, o responsable de apoio á aprendizaxe, o orientador escolar ou o titor de formularios. Na universidade, póñase en contacto co servizo de discapacidade ou accesibilidade. Tamén podes pedirlle a un pai ou titor que se poña en contacto coa escola se es menor de 18 anos.

Paso 3: aprende as regras e os prazos¶

Pregunta:

• Que regras do corpo do exame se aplican aos meus exames?
• Cal é o prazo de presentación de solicitudes?
• Que probas son necesarias?
• Quen presenta a solicitude?
• Como me contarán o resultado?
• Podo recorrer se é rexeitado?

Escribe as respostas. Se alguén di "é demasiado tarde", pregúntalle se hai algunha emerxencia ou ruta atrasada.

Paso 4: Recoller probas¶

As probas poden incluír:

• Un informe de diagnóstico ou avaliación dun psicólogo, médico, profesor especialista ou asesor.
• Unha carta do seu médico ou terapeuta que describe a condición e o seu efecto nos exames.
• Un plan escolar como un IEP, un plan 504 ou equivalente.
• Observacións do profesorado sobre como traballas na clase.
• Exemplos do teu traballo, como caligrafía ou escritura cronometrada.
• Rexistros que demostran que utilizou o apoio na clase e simulacros de exames.
• Calquera aprobación previa de exames anteriores.

Se non tes un diagnóstico, pregunta ao colexio que é posible. Algunhas adaptacións poden ser apoiadas con evidencias escolares e algunhas precisan unha avaliación formal. Pregunta sobre o custo, os tempos de espera e se existen opcións gratuítas ou de baixo custo a través da escola ou do servizo de saúde.

Paso 5: Escribe a túa solicitude¶

Unha boa petición é clara, específica e educada. Por exemplo:

"Escribo para solicitar acomodo de exames para os meus próximos exames. Teño [condición] e afecta a [dificultade específica] durante os exames cronometrados. Estou solicitando [tempo extra do X por cento, unha sala separada, descansos]. Adxunto [documentos]. Dígame se precisa algo máis e infórmeme da data límite e dos próximos pasos".

Inclúe o teu nome, número de clase ou candidato, nomes e datas dos exames e datos de contacto. Garda unha copia e anota a data na que a enviaches.

Paso 6: Seguimento¶

Se non escoitas nada nunha semana, pregunta de novo. Solicite a decisión por escrito, incluíndo os aloxamentos aprobados. Se non estás de acordo, pregunta como apelar.

Paso 7: Practica e confirma¶

Use o aloxamento aprobado nun exame simulado. Se tes tempo extra, practica o ritmo para non quedarte sen enerxía. O día do exame, comproba que a sala e o persoal coñecen os teus arranxos e leva unha copia da carta de aprobación se o permites.

Evidencia e documentación¶

Que boa evidencia parece¶

• É recente, normalmente dentro duns anos, aínda que as regras varían.
• Vén dun profesional cualificado.
• Describe a condición, como afecta a lectura, a escritura, a concentración ou a saúde, e por que é necesario o acomodo.
• Coincide coa túa forma normal de traballar na clase.
• É específico sobre os soportes recomendados.

Se non pode pagar unha avaliación¶

Os custos das avaliacións privadas poden ser elevados. Podes preguntar:

• Se a túa escola ou distrito ofrece avaliacións sen custo.
• Se o seu médico ou un servizo de saúde pública poden proporcionar unha carta.
• Se unha organización benéfica ou para persoas con discapacidade ofrece apoio.
• Se a escola pode utilizar as súas propias probas, como observacións de clase, para determinados arranxos.

Mantemento de rexistros¶

Mantén copias dixitais e en papel de todo: informes, correos electrónicos, plans e aprobacións. Gárdaos onde un pai ou un adulto de confianza tamén poida contactar con eles. Os rexistros tamén axudan máis tarde se te mudas de escola ou vas á universidade.

Privacidade¶

A súa información médica é privada. Ti elixes o que queres compartir e as escolas deben mantelo confidencial e usalo só para o apoio que solicitaches. Se estás incómodo, pregunta quen vai ver os teus rexistros. Na universidade, moitos países teñen leis de privacidade que significan que os teus pais poden non ver os teus rexistros sen o teu consentimento.

Condicións de saúde mental e ansiedade¶

A ansiedade, o trastorno de pánico, a depresión e outras condicións de saúde mental poden optar a acomodacións cando teñen un efecto significativo nos exames. Os exemplos inclúen unha sala separada para un alumno con ataques de pánico, descansos, tempo extra ou permiso para ter auga ou un artigo de confort.

Que traer¶

Unha carta dun médico, psiquiatra, psicólogo, terapeuta ou conselleiro a miúdo axuda. Pode describir o diagnóstico, como afectan os síntomas á realización da proba e que apoio se recomenda. Se aínda estás esperando un diagnóstico, unha carta dun médico indicando que estás en avaliación pode axudar e as escolas poden ter un plan temporal.

Falar diso¶

Non tes que compartir máis do necesario. Podes dicir: "Teño unha condición de ansiedade que me afecta nos exames e o meu médico recomenda unha habitación separada e descansos". Para obter máis información sobre a xestión dos síntomas durante o día, consulte as guías probar a ansiedade o día do exame e ataque de pánico durante unha proba.

Condicións temporais e emerxencias¶

Non todas as necesidades son a longo prazo. Unha rotura do pulso, unha conmoción cerebral, unha cirurxía, unha estancia hospitalaria ou un duelo poden facer que un exame estándar sexa inxusto. Ponte en contacto coa túa escola o antes posible e pregunta:

• Podo usar un escribano, un ordenador ou tempo extra?
• Podo facer o exame nunha sala diferente, na casa ou nun hospital?
• Pódese aprazar o exame?
• Podo solicitar unha consideración especial se estou enfermo o día?

Manteña evidencias médicas como unha nota médica ou unha carta de hospital. Os órganos de exame xeralmente requiren probas para arranxos temporais.

Unha vía de decisión para solicitar apoio¶

flowchart TD
    A["Pensas que necesitas apoio para o exame"] --> B["Coméntalle ao oficial de exames, ao apoio á aprendizaxe ou ao orientador"]
    B --> C["Solicita os prazos e as probas necesarias"]
    C --> D{"Tes probas recentes?"}
    D -->|"Si"| E["Escribe unha solicitude clara e adxunta os documentos"]
    D -->|"Non"| F["Consulta un médico ou pregunta na escola sobre unha avaliación"]
    F --> E
    E --> G["Fai un seguimento e recibe a decisión por escrito"]
    G --> H{"Foi aprobado?"}
    H -->|"Si"| I["Practica co apoio antes do exame"]
    H -->|"Non ou en parte"| J["Pregunta polo motivo e utiliza o proceso de apelación"]
    J --> K["Póñase en contacto cun pai, avogado ou servizo nacional de discapacidade se está atascado"]

Se a súa solicitude é rexeitada ou atrasada¶

Unha negativa non é o final. Toma estes pasos.

1. Solicitar por escrito a decisión e os motivos.
2. Comprobe se deu as probas correctas e se falta algo.
3. Pregunta sobre o proceso de apelación e o prazo de presentación de recursos.
4. Póñase en contacto co provedor do exame directamente se o permite, moitas veces a través da escola.
5. Solicitar apoio provisional, como o uso do aloxamento nos exames escolares.
6. Solicite consello a un servizo de apoio ao estudantado, grupo de defensa ou organización nacional de discapacidade.
7. Nos Estados Unidos, os pais poden solicitar unha reunión co equipo escolar e poden consultar aos defensores da educación especial. Consulta a guía sobre violacións do IEP de educación especial.
8. Cando se sospeite de discriminación, póñase en contacto co seu organismo nacional de queixas en materia de igualdade ou educación.

Manter rexistros de todas as comunicacións. Sexa educado pero persistente. Moitas solicitudes son aprobadas despois de que a escola achegue máis probas.

Se transcorrido o prazo¶

Pregunte se é posible unha solicitude tardía ou de emerxencia. Os órganos de exame adoitan ter un percorrido para as circunstancias que se presentaron despois do prazo, como un novo diagnóstico, unha lesión ou unha enfermidade repentina. Explica o que cambiou e aporta probas. Se o exame xa ocorreu e estabas en desvantaxe, pregunta sobre unha consideración especial, as apelacións ou unha recuperación. Consulta a guía sobre que facer despois dun mal resultado.

Consellos para estudantes¶

• Pregunta cedo e segue preguntando.
• Non compares o teu aloxamento con outros. As necesidades difiren.
• Use o seu acomodo na clase e mofa para que se faga rutina.
• Lembra que usar o tempo extra non é facer trampas. Permítese apoio.
• Infórmele ao vixilante se precisa facer un descanso e siga as regras do exame.
• Aprende a ritmo co tempo extra, para non cansar.
• Se os amigos comentan, non debes explicación a ninguén.
• Coida o teu benestar: sono, comidas, movemento e alguén con quen falar.

Se se sente avergoñado ou preocupado por ser tratado de forma diferente, fale cun conselleiro. Moitos estudantes consideran que os aloxamentos traen alivio e confianza.

Consellos para pais¶

• Cre no teu fillo e toma en serio as súas dificultades.
• Pregunta á escola sobre o proceso e as probas, preferiblemente ao comezo do curso escolar ou antes.
• Manteña un ficheiro de informes, correos electrónicos e plans.
• Solicita aloxamentos específicos e explica os motivos.
• Prepare o seu fillo explicando o que pasará o día do exame.
• Anímaos a usar o apoio sen vergoña.
• Se non estás de acordo cunha decisión, pregunta sobre a apelación e busca apoio de defensa.
• Evite poñer presión adicional sobre os resultados. Consulta a guía sobre como os pais poden axudar a un fillo a través do estrés dos exames.

Aloxamentos na universidade e na facultade¶

Na universidade, o apoio adoita pasar por un servizo de discapacidade, accesibilidade ou benestar dos estudantes. Normalmente debes rexistrarte e aportar probas. Os plans de apoio poden abarcar arranxos de exames, extensións de tarefas e outros axustes.

• Inscríbete o antes posible, idealmente antes de que comece o prazo.
• Pregunta sobre os prazos para a organización dos exames cada trimestre.
• Mantén o teu plan actualizado se as túas necesidades cambian.
• Pregunta sobre os arranxos dos exames en liña, que poden necesitar pasos adicionais.
• Lembra que a túa información é confidencial e que non se lles pode comunicar aos teus pais sen o teu consentimento.

Para exames en liña, consulte a guía sobre fallos dos exames de vixilancia en liña.

Mitos comúns¶

Myth: Extra time is an unfair advantage. Accommodations are designed to remove a barrier, not to give an edge. Students without a need would not benefit in the same way.

Myth: If I ask, I will be treated differently. Arrangements are confidential, and most students find that the process is straightforward.

Myth: I need a formal diagnosis for everything. Some arrangements need formal assessment, but others can be supported by school evidence or a doctor's letter. Ask what is possible.

Myth: It is too late to ask. Deadlines vary, and there are often emergency routes. Always ask.

Myth: Accommodations will stay on my record forever. Exam arrangements are not normally a mark on your certificate or transcript. Check the policy of the exam body, but in general they are private.

When to seek wider support¶

Struggling with exams can take a toll on mental health. Talk to a school counsellor, doctor or trusted adult if:

• You feel constant stress, shame or hopelessness about your difficulties.
• You avoid school or exams because of fear.
• You feel unable to cope while waiting for support.
• You are experiencing bullying or discrimination because of your condition. See the guide on student bullying, hazing and cyberbullying.

Checklist for requesting accommodations¶

• I told my school, college or exams officer.
• I know the exam body and its rules.
• I wrote down all deadlines.
• I collected evidence: reports, letters and school records.
• I wrote a clear request describing what I need and why.
• I kept copies of everything I sent.
• I have the decision in writing.
• I practised with my accommodation.
• I confirmed arrangements before exam day.
• I know the appeal route if something goes wrong.

A worked example¶

A short example shows how the pieces fit together. Imagine a 16 year old student who has always been a slow reader and whose writing tires quickly. Her teachers notice that she knows more in class discussion than she shows on written papers.

First, she tells her form tutor, who introduces her to the learning support coordinator. The coordinator gathers her class work and mock exam papers, and suggests a screening followed by a full assessment with a qualified assessor, which the school can arrange. While she waits for the assessment, the school lets her practise using extra time in internal tests so that her normal way of working is on record.

When the assessment confirms a slow reading and writing speed, the school submits an application to the exam body with the report and evidence of her normal way of working. She receives approval for extra time and a separate room, and confirmation in writing. She practises a timed paper with her extra time and learns to use the time to check her work rather than rush. On exam day the exams officer already knows her arrangements, and she sits her papers in a quiet room.

Non todos os casos se desenvolven sen problemas, e algúns levan máis tempo. Os puntos principais aínda se aplican en todos os países: preguntar cedo, recoller probas, facer a solicitude por escrito, practicar co apoio e obter a decisión por escrito.

Preguntas para facer na túa próxima reunión¶

Use esta lista cando se atope co oficial de exames, co conselleiro ou co servizo de discapacidade.

• Que aloxamentos están dispoñibles para os meus exames e cales cres que debería solicitar?
• Que probas tes xa, e que máis necesitas de min ou do meu médico?
• Quen envía a solicitude e en que data?
• Que pasa se as probas son tardías ou incompletas?
• How will I know the outcome, and how soon?
• Podo practicar co aloxamento antes do exame?
• Os arranxos trasladaranse a exames posteriores ou teremos que solicitar de novo?
• Que fago se estou mal ou algo cambia preto do exame?
• Con quen me poño en contacto se algo sae mal o día?
• Cales son as miñas opcións se a solicitude é rexeitada?

Write the answers down and ask for a follow up email to confirm them. A clear paper trail protects you if staff change or details are forgotten.

Fontes comprobadas¶

• College Board (United States), Services for Students with Disabilities policy pages.
• ACT (United States), accommodations and testing with extended time policy pages.
• United States Department of Education, Office for Civil Rights, information on Section 504 and the Americans with Disabilities Act.
• Joint Council for Qualifications (United Kingdom), Access Arrangements and Reasonable Adjustments, and special consideration guidance.
• Equality and Human Rights Commission (United Kingdom), Equality Act 2010 guidance for education.
• State Examinations Commission (Ireland), Reasonable Accommodations at the Certificate Examinations.
• Australian Government Department of Education, Disability Standards for Education 2005.
• International Baccalaureate and Cambridge, inclusive access arrangements policies.
• United Nations Convention on the Rights of Persons with Disabilities.
• National Health Service (United Kingdom), American Psychological Association (United States), pages on anxiety and learning differences.
• 988 Suicide and Crisis Lifeline (Estados Unidos), Samaritans and Childline (Reino Unido), para obter información de contacto en caso de crise.

Rules, forms and deadlines change often. Always check the current pages of your exam body and school. This guide is general information, not legal or medical advice, and contains no medication advice.

Preguntas frecuentes¶

How early should I ask for exam accommodations?¶

As early as you can, ideally at the start of the school year or even earlier. Review and approval can take several weeks, and some exam bodies have fixed deadlines months before the exam. If time is short, ask anyway, because there are often late or emergency routes.

Do I need a diagnosis to get extra time?¶

Often you need some evidence, such as an assessment, a doctor's letter or school records showing how the difficulty affects you, but the exact rules differ by country and exam body. Some arrangements can be supported by school evidence without a formal diagnosis. Ask your exams officer or learning support team what is accepted and whether free assessment options exist.

Can I get accommodations for anxiety or panic attacks?¶

Yes, in many systems anxiety and other mental health conditions can qualify when they significantly affect exams. Common supports include a separate room, rest breaks, extra time and water at the desk. A letter from a doctor or counsellor describing your needs usually helps.

What if my request is refused?¶

Ask for the decision and reasons in writing, check what evidence may be missing, and use the appeal process. You can also seek help from a student support service, a disability advocacy group or a national education or equality body. Keep records, stay polite and persistent, and ask whether any interim support or late request route exists.

Unha nota para saber máis¶

If you want to support a friend or family member who is struggling with anxiety or a health condition during exams, consider a first aid or mental health first aid course from the Red Cross, St John Ambulance, or a local provider. These courses are practical and open to older students and parents.

Guías relacionadas¶

• Proba a ansiedade o día do exame
• Panic attack during a test
• Special education IEP violations and improper suspension
• Exam day logistics and emergencies
• Números de emerxencia