Fale su'ega: taimi fa'aopoopo, potu va'ava'ai ma pe fa'afefea ona fesili¶

O fale mo su'ega, e ta'ua fo'i o le avanoa, fetuunaiga talafeagai po'o su'ega lagolago, o suiga ia i le faiga o le su'ega ina ia mafai ai e se tamaititi e le atoatoa le malosi, tulaga o le soifua maloloina po'o le eseesega o le a'oa'oga ona fa'aalia mea latou te iloa. O taimi faaopoopo, o se potu ese, malologa malolo, se tagata faitau poʻo se komepiuta o faʻataʻitaʻiga masani. Latou te le tuʻuina atu se avanoa le talafeagai. Latou te aveese se pa puipui e leai se mea e fai ma le malamalama o le suʻega e tatau ona fuaina.

O le tele o tamaiti aoga e agavaa e le fesili lava, ona latou te maasiasi, latou te le iloa le faagasologa, pe manatu o le tali o le leai. O lenei ta'iala o lo'o fa'amatalaina ai mea o lo'o avanoa, pe fa'apefea ona talosagaina, o a fa'amaoniga e te mana'omia, pe fa'afefea ona ese au aia tatau i le atunu'u, ma pe aisea e taua ai le taimi. Ua tusia mo tamaiti aoga ma matua, ma o loʻo faʻamatalaina ai foi le taimi e vaʻai ai i se faufautua, fomaʻi poʻo se laina faʻalavelave.

Fai nei loa¶

1. Ta'u i lau a'oga i le aso, tusa lava pe lata le su'ega. Fa'afeso'ota'i le ofisa su'ega, fa'auluuluga o mana'oga fa'apitoa tau a'oa'oga, ofisa lagolago a'oa'oga po'o le faufautua o le a'oga, ma fai atu e te mana'omia nofoaga e nofo ai su'ega.
2. Fesili pe o le a le taimi e gata ai ma po o le a le faʻamaoniga e manaʻomia. O aso faʻagata e faʻatulaga e aʻoga ma faʻalapotopotoga suʻega ma e ono vaiaso poʻo masina i luma. Tusi i lalo aso.
3. ** Tusi se foma'i po'o se asiasiga fa'apitoa pe afai e leai ni au fa'amaumauga.** Talosaga mo se tusi po'o se lipoti e fa'amatala ai lou ma'i ma pe fa'afefea ona a'afia ai su'ega.
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 numera fa'afuase'i itulau lisi o feso'ota'iga mo isi atunu'u.

O a fale e nonofo ai¶

O se fale e suia ai le auala e avatu ai se su'ega po'o le auala e te tali atu ai, e aunoa ma le suia o mea e fuaina e le su'ega. O se suiga, i se fa'atusatusaga, e suia ai le anotusi po'o le tulaga o le su'ega lava ia, ma e masani lava e le maua i su'ega fafo. E taua le eseesega ona o le tele o fale e masani ona faʻamaonia pe a faʻamaonia e faʻamaoniga, ae e seasea faia ni suiga.

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.

O ai e mafai ona agavaa¶

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

• O se fa'afitauli fa'apitoa e a'oa'oina e pei ole dyslexia, dyscalculia po'o le dysgraphia.
• Fa'aletonu le mafaufau fa'aletonu.
• 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.

I le Iunaite Setete¶

• 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.
• Fa'amaoniga. E masani ona fesili le au tu'uina atu mo fa'amaumauga, e pei o se fuafuaga a le a'oga, lipoti o iloiloga po'o se tusi a se tagata tomai faapitoa, ma se fa'amatalaga pe fa'afefea ona a'afia su'ega i le tulaga.
• If refused. Both providers have appeal processes. Parents can also ask the school district for support and, where rights are violated, file a complaint with the Office for Civil Rights.

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

I Peretania¶

• 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 aso su'ega logistics ma fa'alavelave fa'afuase'i.

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.

I Kanata¶

• 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.

In Australia¶

• O le Tulafono o le Fa'ailoga tagata 1992 ma le Tulaga Fa'atonu mo A'oga 2005 e mana'omia ni suiga talafeagai. O pulega o mataupu aoaoina a le setete ma le teritori e taulimaina aiaiga faapitoa mo su'ega tulagalua. E masani ona talosaga tamaiti aoga e ala i la latou aʻoga ma pepa lagolago. O iunivesite ei ai manaoga faʻapitoa poʻo auaunaga avanoa.

I le Iuni a Europa ma isi nofoaga¶

• E tele atunuu e iai tulafono a le atunuu e manaʻomia ai aʻoaʻoga faʻapitoa ma nofoaga talafeagai, e masani ona mulimulitaʻi i le Feagaiga a Malo Aufaatasi i Aia Tatau a Tagata e iai Manaoga Faapitoa. O matagaluega o a'oa'oga a le atunu'u po'o pulega o su'ega ua fa'atulaga faiga. Fesili i le aufaigaluega ta'ita'i a lau a'oga po'o le matagaluega mo le fa'agasologa aloaia.

Su'ega faavaomalo¶

• O fa'alapotopotoga e pei o le International Baccalaureate ma Cambridge e iai a latou lava faiga fa'avae fa'atonu avanoa, e masani ona fa'aoga e ala i le fa'auluuluga a le a'oga. Fa'afeso'ota'i vave lau fa'amaopoopo, talu ai e mautu taimi e gata ai ma e ono mana'omia ni fa'amaoniga.

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¶

Start with someone you trust at school: the exams officer, special needs coordinator, learning support lead, school counsellor or form tutor. At university, contact the disability or accessibility service. You can also ask a parent or guardian to contact the school if you are under 18.

Step 3: Learn the rules and deadlines¶

Ask:

• Which exam body rules apply to my exams?
• What is the deadline for applications?
• What evidence is needed?
• Who submits the application?
• How will I be told the outcome?
• Can I appeal if it is refused?

Write the answers down. If someone says "it is too late," ask whether there is any emergency or late route.

Step 4: Gather evidence¶

Evidence may include:

• A diagnosis or assessment report from a psychologist, doctor, specialist teacher or assessor.
• A letter from your doctor or therapist describing the condition and its effect on exams.
• A school plan such as an IEP, 504 plan or equivalent.
• Teachers' observations of how you work in class.
• Examples of your work, such as handwriting or timed writing.
• Fa'amaumauga o lo'o fa'aalia ai na e fa'aogaina le lagolago ile vasega ma su'ega tauemu.
• Any previous approvals from earlier exams.

If you do not have a diagnosis, ask the school what is possible. Some accommodations can be supported with school evidence, and some need a formal assessment. Ask about cost, waiting times, and whether free or low cost options exist through the school or health service.

Step 5: Write your request¶

A good request is clear, specific and polite. For example:

"I am writing to request exam accommodations for my upcoming exams. I have [condition] and it affects [specific difficulty] during timed exams. I am requesting [extra time of X percent, a separate room, rest breaks]. I have attached [documents]. Please tell me if you need anything else, and let me know the deadline and next steps."

Include your name, class or candidate number, exam names and dates, and contact details. Keep a copy and note the date you sent it.

Step 6: Follow up¶

If you hear nothing within a week, ask again. Ask for the decision in writing, including which accommodations are approved. If you disagree, ask how to appeal.

Step 7: Practise and confirm¶

Use the approved accommodation in a mock exam. If you are given extra time, practise pacing so you do not run out of energy. On exam day, check that the room and staff know about your arrangements, and carry a copy of the approval letter if allowed.

Evidence and documentation¶

What good evidence looks like¶

• It is recent, usually within a few years, though rules vary.
• It comes from a qualified professional.
• It describes the condition, how it affects reading, writing, concentration or health, and why the accommodation is needed.
• It matches your normal way of working in class.
• It is specific about recommended supports.

If you cannot afford an assessment¶

Costs of private assessments can be high. You can ask:

• Whether your school or district provides evaluations at no cost.
• Whether your doctor or a public health service can provide a letter.
• Whether a charity or disability organization offers support.
• Whether the school can use its own evidence, such as class observations, for certain arrangements.

Keeping records¶

Keep digital and paper copies of everything: reports, emails, plans and approvals. Store them where a parent or trusted adult can reach them too. Records also help later if you move schools or go to college.

Privacy¶

Your medical information is private. You choose what to share, and schools should keep it confidential and use it only for the support you have requested. If you are uncomfortable, ask who will see your records. At university, many countries have privacy laws that mean your parents may not see your records without your consent.

Mental health conditions and anxiety¶

Anxiety, panic disorder, depression and other mental health conditions can qualify for accommodations when they have a significant effect on exams. Examples include a separate room for a student with panic attacks, rest breaks, extra time, or permission to have water or a comfort item.

What to bring¶

A letter from a doctor, psychiatrist, psychologist, therapist or counsellor often helps. It might describe the diagnosis, how symptoms affect test taking, and what support is recommended. If you are still waiting for a diagnosis, a doctor's letter noting that you are under assessment may help, and schools may have a temporary plan.

Talking about it¶

You do not have to share more than is needed. You can say, "I have an anxiety condition that affects me in exams, and my doctor recommends a separate room and rest breaks." For more on managing symptoms on the day, see the guides on su'ega popolega ile aso ole su'ega ma panic attack during a test.

Temporary conditions and emergencies¶

Not every need is long term. A broken wrist, a concussion, surgery, a hospital stay or a bereavement can make a standard exam unfair. Contact your school as soon as possible, and ask:

• Can I use a scribe, a computer or extra time?
• Can I take the exam in a different room, at home or in a hospital?
• Can the exam be deferred?
• Can I apply for special consideration if I am ill on the day?

Keep medical evidence such as a doctor's note or hospital letter. Exam bodies usually require evidence for temporary arrangements.

A decision path for requesting support¶

flowchart TD
    A["You think you need exam support"] --> B["Tell the exams officer, learning support or counsellor"]
    B --> C["Ask for deadlines and evidence needed"]
    C --> D{"Do you have recent evidence?"}
    D -->|"Ioe"| E["Write a clear request and attach the documents"]
    D -->|"Leai"| F["See a doctor or ask the school about an assessment"]
    F --> E
    E --> G["Follow up and get the decision in writing"]
    G --> H{"Was it approved?"}
    H -->|"Ioe"| I["Practise with the support before the exam"]
    H -->|"No or partly"| J["Ask for the reason and use the appeal process"]
    J --> K["Contact a parent, advocate or national disability service if stuck"]

If your request is refused or delayed¶

A refusal is not the end. Take these steps.

1. Ask for the decision and the reasons in writing.
2. Check whether you gave the right evidence, and whether anything is missing.
3. Ask about the appeal process and the deadline for appeals.
4. Contact the exam provider directly if allowed, often through the school.
5. Ask for interim support, such as use of the accommodation in school exams.
6. Seek advice from a student support service, advocacy group or national disability organization.
7. In the United States, parents can request a meeting with the school team and may consult special education advocates. See the guide on special education IEP violations.
8. Where discrimination is suspected, contact your national equality or education complaints body.

Keep records of all communication. Stay polite but persistent. Many requests are approved after the school provides more evidence.

If the deadline has passed¶

Ask whether a late or emergency request is possible. Exam bodies often have a route for circumstances that arose after the deadline, such as a new diagnosis, an injury or a sudden illness. Explain what changed and provide evidence. If the exam has already happened and you were disadvantaged, ask about special consideration, appeals or a retake. See the guide on what to do after a bad result.

Tips for students¶

• Ask early and keep asking.
• Do not compare your accommodations with other people's. Needs differ.
• Use your accommodation in class and mocks so it becomes routine.
• Remember that using extra time is not cheating. It is permitted support.
• Tell the invigilator if you need to use a rest break, and follow the exam rules.
• Learn how to pace yourself with extra time, so you do not tire out.
• If friends comment, you do not owe anyone an explanation.
• Look after your wellbeing: sleep, meals, movement and someone to talk to.

If you feel embarrassed or worried about being treated differently, talk to a counsellor. Many students find that accommodations bring relief and confidence.

Tips for parents¶

• Believe your child and take their difficulties seriously.
• Fesili vave ile a'oga e uiga ile fa'agaioiga ma fa'amaoniga, e sili ile amataga ole tausaga a'oga po'o muamua atu.
• Taofi se faila o lipoti, imeli ma fuafuaga.
• Fesili atu mo ni nofoaga patino ma aumai ni mafuaaga.
• Sauni lau tama e ala i le fa'amatalaina o mea o le a tupu ile aso ole su'ega.
• Uunaia i latou e faaaoga le lagolago e aunoa ma le maasiasi.
• Afai e te le ioe i se faaiuga, fesili e uiga i le apili ma saili lagolago lagolago.
• Avoid putting extra pressure on results. See the guide on how parents can help a child through exam stress.

Accommodations at university and college¶

At university, support usually comes through a disability, accessibility or student wellbeing service. You usually need to register and provide evidence. Support plans may cover exam arrangements, assignment extensions and other adjustments.

• Register as early as possible, ideally before term starts.
• Ask about deadlines for exam arrangements each term.
• Keep your plan updated if your needs change.
• Ask about arrangements for online exams, which may need extra steps.
• Remember that your information is confidential and your parents may not be told without your consent.

For online exams, see the guide on online proctoring exam crashes.

Tala masani masani¶

Mith: Ose taimi fa'aopoopo ose fa'amanuiaga le talafeagai. O fale e fa'atulaga e aveese ai se pa, ae le o le tu'uina atu o se pito. Tamaiti aʻoga e aunoa ma se manaʻoga o le a le manuia i le auala lava e tasi.

** Talafatu: Afai ou te fesili atu, o le a ese le faiga o a'u.** O faatulagaga e le faalauaiteleina, ma o le toatele o tamaiti aoga latou te iloa e sa'o le faiga.

Fagogo: Ou te manaʻomia se suʻesuʻega aloaʻia mo mea uma. O nisi fuafuaga e manaʻomia se iloiloga aloaʻia, ae o isi e mafai ona lagolagoina e molimau aʻoga poʻo se tusi a le fomaʻi. Fesili atu po o le a le mea e mafai.

** Talafatu: Ua tuai ona fesili.** E eseese taimi e gata ai, ma e tele lava ina iai auala faʻafuaseʻi. Fesili i taimi uma.

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.

Le taimi e su'e ai le lagolago lautele¶

O le tauivi ma su'ega e mafai ona afaina ai le soifua maloloina o le mafaufau. Talanoa i se faufautua a'oga, foma'i po'o se tagata matua fa'atuatuaina pe afai:

• E te lagona le atuatuvale faifai pea, maasiasi po o le leai o se faamoemoe i ou faigata.
• You avoid school or exams because of fear.
• E te lagona le le mafai ona gafatia aʻo e faʻatali mo se lagolago.
• O lo'o e feagai ma sauaga po'o le fa'ailoga tagata ona o lou tulaga. Va'ai le ta'iala ile fa'amata'u a tamaiti a'oga, fa'aleaga ma le fa'amata'u i luga ole laiga.

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.

Not every case goes this smoothly, and some take longer. The main points still apply in every country: ask early, collect evidence, make the request in writing, practise with the support and get the decision in writing.

Questions to ask at your next meeting¶

Use this list when you meet the exams officer, the counsellor or the disability service.

• Which accommodations are available for my exams, and which do you think I should apply for?
• Which evidence do you already have, and what else do you need from me or from my doctor?
• Who sends the application, and on what date?
• What happens if the evidence is late or incomplete?
• How will I know the outcome, and how soon?
• Can I practise with the accommodation before the exam?
• Will the arrangements carry over to later exams, or do we need to apply again?
• What do I do if I become unwell or something changes close to the exam?
• Who do I contact if something goes wrong on the day?
• What are my options if the request is refused?

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.

Punavai ua siaki¶

• 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 (United States), Samaritans and Childline (United Kingdom), for crisis contact details.

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.

Fesili e fai soo¶

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.

A note on learning more¶

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.

Taiala fa'atatau¶

• Test anxiety on exam day
• Fa'alavelave fa'afuase'i ile taimi ole su'ega
• A'oa'oga fa'apitoa soliga IEP ma fa'amalolo le talafeagai
• Fa'atonuga ole aso su'ega ma fa'alavelave fa'afuase'i
• Numera fa'alavelave