IEP accommodations: what they are, how to get them, and your rights

Last updated 2026-07-10

What are IEP accommodations, exactly?

An IEP accommodation changes the way a student gets information or shows what they know. It does not change what the student is expected to learn. That line matters, because plenty of parents (and some teachers) mix up accommodations with modifications. A modification lowers the standard, like cutting the number of math problems or accepting a shorter essay. An accommodation keeps the standard the same and removes a barrier, like a calculator so a student can focus on algebra instead of multiplication, or extra time so a kid with dyslexia isn't scored on decoding speed.

Accommodations live inside the Individualized Education Program, the legal document schools must write for every child who qualifies for special education services under the Individuals with Disabilities Education Act (IDEA) ^[1]. Congress last reauthorized IDEA in 2004 as the Individuals with Disabilities Education Improvement Act. The school has to provide everything written in the IEP at no cost to the family. That is the law, not a favor.

Four broad categories cover most accommodations you will see in an IEP:

1. Presentation accommodations: how information reaches the student (read-aloud, text-to-speech, enlarged print, visual schedules). 2. Response accommodations: how the student answers (oral responses instead of written, dictation, typing instead of handwriting). 3. Setting accommodations: where the student works or tests (small group room, reduced-distraction environment, preferential seating near the teacher). 4. Timing and scheduling accommodations: how long the student has or when tasks happen (extended time, frequent breaks, shorter work sessions, tests split across two days).

These categories come straight from guidance issued by the National Center on Educational Outcomes, which has tracked accommodation research for decades ^[2]. Inside each category, the specific accommodation has to match the specific disability-related barrier. "Extended time" for a student whose slow processing speed is documented is a legitimate match. "Extended time" added because a parent asked, with no data linking processing speed to the struggle, is a bad fit, and schools can push back on that, correctly.

Still piecing together what an IEP even is? The IEP meaning: what an IEP actually is in schools explainer walks through the whole structure.

What does IDEA actually require schools to provide?

IDEA's core promise is a "free appropriate public education" in the "least restrictive environment" ^[1]. The statute at 20 U.S.C. § 1401(9) defines FAPE as special education and related services provided at public expense, meeting state standards, covering preschool through secondary school, and matching the child's IEP. Courts have fought over the word "appropriate" for decades. The Supreme Court settled the standard in Endrew F. v. Douglas County School District (2017), holding that an IEP must be "reasonably calculated to enable a child to make progress appropriate in light of the child's circumstances," a bar well above barely-more-than-nothing ^[3].

For accommodations, IDEA requires the IEP team to consider whether the child needs them to take part in general education classes, in state and district assessments, and in extracurricular activities ^[4]. That last one surprises a lot of parents. Accommodations do not stop at the classroom door.

The IEP team must include, at minimum: one of the child's regular education teachers, one special education teacher, a district representative with authority to commit resources, someone who can interpret evaluation results (often the school psychologist), and the parents. The child can attend too, and once transition planning starts (age 16 under IDEA, sometimes 14 by state rule), the school has to invite them ^[1].

Parents can request an IEP meeting anytime. Schools are supposed to respond within a reasonable window, which most state regulations set at 10 to 30 days. Ask in writing. If you get silence, follow up in writing again and save every email. Paper trails win disputes.

One legal point that often slips past parents: schools must report on whether the child is meeting IEP goals at least as often as they report on kids without disabilities, which means at report card time or more ^[1]. A progress note that just says "making adequate progress" with no numbers behind it is not enough. Ask for the actual measurement.

What are the most common IEP accommodations for reading struggles and dyslexia?

For a kid whose main struggle is reading, the accommodations that end up in IEPs cluster around decoding, fluency, and comprehension demands. Here is a realistic picture of what schools actually write in, and which ones have the strongest research behind them.

Text-to-speech and audiobooks are among the best-supported accommodations for dyslexia. A 2019 study in the Journal of Learning Disabilities found text-to-speech tools improved comprehension scores for students with reading disabilities, though the size of the effect changed with age and tool quality ^[5]. The point is simple: strip out the decoding barrier and the student's real comprehension can show up.

Extended time is one of the most requested accommodations, and the research is genuinely mixed. Work by Fuchs and Fuchs in the early 2000s found extended time helps students with learning disabilities more than their peers on speeded tests, which supports it as a valid accommodation. But the benefit rides entirely on whether timing is the actual barrier for that child. Reads slowly because of dyslexia? Extended time makes sense. Slow work for some other reason? Extra time alone won't close the gap.

Other common, well-matched accommodations for reading difficulties:

• Oral reading of test directions and test items (most states allow this on standardized tests for eligible students)
• Graphic organizers provided before reading tasks
• Highlighted or annotated texts
• Word banks on vocabulary tests
• Reduced visual clutter on worksheets (fewer items per page)
• Read-aloud for math word problems (so the test measures math, not reading)

One thing shows up in IEPs less than it should: a note about which assessments allow read-aloud. State standardized tests carry their own accommodation rules, and the testing coordinator has to formally request approved accommodations before the test window. If the IEP lists read-aloud but the coordinator never files the request, your child takes the test without it. Ask, every single year, whether the IEP accommodations have been submitted to the state testing system.

What IEP accommodations work best for ADHD?

Students with ADHD qualify for an IEP under the "Other Health Impairment" category when the condition substantially limits a major life activity, which in school almost always means learning, attention, or organization ^[4]. The accommodations that fit best are the ones aimed at the actual executive function and attention barriers ADHD creates, not generic supports.

Preferential seating near the teacher or away from high-traffic areas cuts the number of distracting things a student has to filter out. It costs nothing and takes 30 seconds. It belongs in every IEP for a kid with attention-driven struggles, and teachers have to keep honoring it when seating shifts (field trips, substitutes, rearranged rooms).

Breaks built into the schedule help more than most families expect. These are not punishment breaks or "go stand in the hallway" breaks. A sensory, movement, or quiet-corner break of 3 to 5 minutes, written into the IEP with a specific frequency (every 30 minutes, after each major task), gives the nervous system a reset. Leave the frequency out and teachers apply breaks inconsistently or skip them.

Checklists and visual schedules hit the working-memory and organization gaps that ride along with ADHD. Telling a student to write down assignments is nearly useless if working memory can't hold the instructions long enough to write them. A teacher-provided agenda or digital checklist removes that barrier.

Reduced assignment length addresses productivity, not standards. People misread this as a modification. But if the goal is to show mastery, and 15 problems prove it as well as 30, then cutting the number doesn't lower the bar. It heads off the fatigue-driven attention collapse that turns the last 15 problems into wrong answers anyway.

Plenty of kids have both reading difficulties and ADHD, and their accommodations need to cover both profiles. A student who decodes slowly and struggles with attention needs text-to-speech, extended time, frequent breaks, and preferential seating. Stacking appropriate accommodations is not gaming the system. It is accurate.

ADHD accommodations work best when teachers get specific training on running them, more than a printed IEP in a mailbox. Research on implementation fidelity keeps finding the same thing: knowing an accommodation exists and actually using it consistently are two different outcomes ^[6].

How are IEP accommodations different from 504 accommodations?

Both an IEP and a 504 plan can carry accommodations, but they come from different laws and carry different weight. The IEP comes from IDEA and requires an identified disability in one of 13 specific categories plus a demonstrated need for special education services. A 504 plan comes from Section 504 of the Rehabilitation Act of 1973, a civil rights law that requires schools to give equal access to any student whose disability substantially limits a major life activity ^[7].

The practical difference: a 504 is usually easier to get, and it is the right tool when a student needs accommodations but not specialized instruction. Dyslexia with mild impact might get a 504 with read-aloud and extended time. Dyslexia that needs structured literacy instruction from a specialist points to an IEP. ADHD with no learning disability often lands in a 504. ADHD plus a documented reading disability often points to an IEP.

Enforcement differs too. An IEP is enforced through IDEA's dispute process: mediation, due process hearings, and state complaints. A 504 is enforced through the Office for Civil Rights at the U.S. Department of Education. Neither route is fast or easy, but the IDEA process is more detailed and gives parents more procedural protection.

Want it side by side? The iep vs 504 comparison covers eligibility, enforcement, and how to decide which to chase.

Feature	IEP (IDEA)	504 Plan (Rehab Act)
Governing law	IDEA, 20 U.S.C. § 1400	Rehabilitation Act, 29 U.S.C. § 794
Eligibility	1 of 13 disability categories + need for special ed	Any disability limiting a major life activity
Specialized instruction	Yes, required if needed	No, accommodations only
Parent procedural rights	Extensive (prior written notice, IEE, due process)	More limited
Complaint route	IDEA due process or state complaint	USDOE Office for Civil Rights
Cost to family	Free (FAPE requirement)	Free
Who writes it	IEP team including parent	504 team (school staff + parent)

How do you get specific accommodations added to an IEP?

The IEP meeting is where accommodations get decided, but the prep you do beforehand is what actually determines what lands in the document. Schools aren't enemies by default. They do work under resource limits that nudge toward fewer, cheaper supports. Your job is to walk in with data, not feelings.

Start with the evaluation. Every IEP begins with a full and individual evaluation, and accommodation decisions should flow straight from what that evaluation found ^[1]. If the school psychologist's report puts processing speed at the 12th percentile and phonological awareness at the 8th, those numbers support specific accommodations (extended time, read-aloud, text-to-speech). If the report is vague or names no clear barriers, ask the team to explain which finding supports each proposed accommodation, and which accommodation addresses each named barrier.

You can request an Independent Educational Evaluation (IEE) at public expense if you disagree with the school's evaluation ^[4]. The school then either pays for the IEE or files for a due process hearing to defend its own work. Many schools just fund the IEE to avoid the hearing. An outside neuropsychologist or educational psychologist usually produces far more detailed processing and reading data than a school evaluation does.

When you request a specific accommodation, tie it to a specific finding:

• "The evaluation shows [child] reads at 68 words per minute with 82% accuracy on grade-level text. That fluency rate means timed tests penalize her disability, not her knowledge. We are requesting extended time (time and a half) on all assessments."
• "The report notes severe phonological processing deficits. Text-to-speech on all written assignments removes that barrier while keeping grade-level content."

After the meeting, read the final IEP carefully before you sign. Check that every accommodation you agreed to out loud actually shows up in writing. Ask for a draft before you leave if you can, or ask how many days until the document arrives. You do not have to sign on the spot. Take it home and read it.

If an accommodation is denied, the school must give you a written explanation, called Prior Written Notice ^[1]. Keep that document. It is your starting point for any dispute.

What accommodations are typically allowed on state standardized tests?

This is one of the most practical questions parents ask and one of the least-answered in IEP meetings. States set their own rules about which accommodations are allowed on state assessments and under what conditions. The U.S. Department of Education requires students with disabilities to take part in state assessments with appropriate accommodations, but each state defines "appropriate" ^[8].

Most states allow extended time (commonly 1.5x or 2x the standard), small-group or individual settings, and read-aloud for non-reading parts of a test. The sticking point is almost always read-aloud on the reading/ELA section. Many states forbid read-aloud on reading comprehension passages because it changes what the test measures. Some states allow text-to-speech (a computer voice) on reading passages for students with documented print disabilities like dyslexia, treating it differently from a human reader. The reasoning: text-to-speech without highlighting gives less of an edge than a human who can re-read, emphasize, or pace the delivery.

The National Center on Educational Outcomes keeps state-by-state accommodation policy data, and the variation is large: some states allow more than 30 accommodations on their assessments, others fewer than 15 ^[2]. So look up your state's assessment accommodation policy (your state education agency website has it), then make sure the IEP lists the accommodations your state actually allows, using the state's exact wording. If your state says "extended response time" and the IEP says "extra time," a testing coordinator can flag the mismatch and block it.

Submit accommodation requests before each testing window. Most states require schools to send accommodation lists to the testing vendor 2 to 6 weeks before the test date. Miss that window and a student with a legitimate IEP accommodation takes the test without it. That is the school's error, but the child pays for it.

How do you know if the accommodations are actually working?

An accommodation on paper does nothing. What counts is whether it gets used consistently, whether teachers know how to run it, and whether it actually shrinks the barrier it was meant to shrink. Schools are supposed to monitor and report on IEP progress, but tracking whether an accommodation works is a separate job, and it often gets skipped.

The most direct measure: compare performance on tasks where the accommodation is used against tasks where it isn't. If a student who gets read-aloud scores 20 points higher on assessments that include it than on in-class quizzes without it, that is evidence it works. Flat scores across both conditions mean either the accommodation isn't being used or it isn't the right match.

Talk to your child. Ask which teachers actually use the IEP accommodations and which don't. High schoolers in particular report that supports which were steady in elementary school get patchy once they have five or six teachers. Every general education teacher is legally required to implement the IEP. "I didn't get a copy" is not a valid excuse. The school is responsible for handing the IEP to every teacher who works with that student.

You can request a mid-year IEP meeting anytime you think accommodations aren't happening or aren't working. Bring specifics: "On three tests in October he didn't get extended time because the teacher said she forgot." Documented examples beat general worry every time.

The ReadFlare parent advocacy kit includes a one-page accommodation tracking sheet you can send home with your child each week. It makes collecting this data easy without turning your kid into a compliance officer.

If non-implementation keeps happening after you have raised it in writing, a state complaint to your state education agency is faster and cheaper than due process. State agencies investigate within 60 days and can order corrective action, including compensatory services for the time the student went without required accommodations ^[9].

Can schools refuse to provide an accommodation? What are your options?

Yes, schools can refuse. Sometimes they are right to. Sometimes they are dead wrong. The key document is Prior Written Notice, the written explanation the school must give you every time it proposes or refuses to change the IEP ^[1]. Refuse an accommodation you requested, and the school has to give you this notice with its reason and the evaluation data it relied on. No notice? You can file a state complaint for a procedural violation even while the underlying question stays open.

Legitimate reasons a school might refuse: the evaluation data doesn't support the claimed barrier, the accommodation has already been tried without effect, or it would fundamentally alter what a test measures. That last reason is narrow. "Fundamentally alters" is a legal standard, not an opinion.

Bad reasons that show up more than they should: the accommodation costs money, the teacher finds it annoying, or an administrator says they have never done it that way. None of those hold up under IDEA.

Your options when you disagree:

1. Request mediation through your state education agency. It is free, voluntary, and faster than due process. Agreement rates run around 70% resolution according to federal IDEA dispute data ^[9]. 2. File a state complaint. The state education agency investigates and must respond within 60 days. This is the right route for clear procedural violations or failure to implement a written IEP. 3. Request a due process hearing. This is the most adversarial and expensive path. An impartial hearing officer decides, and both sides can appeal. Save it for significant, ongoing denials of service, not minor disagreements. 4. Hire a parent advocate or special education attorney to attend IEP meetings with you. Advocates usually cost less than attorneys and can be very effective. Your state's Parent Training and Information Center, funded under IDEA, offers free advocacy support ^[10].

For families in Maryland or accessing IEPs digitally, the md iep online page covers state-specific tools and processes.

How do accommodations change as a child gets older, including in college?

IEP accommodations are not permanent or automatic. The team reviews them at least once a year, and they should shift as the student's needs and grade level change. A scribe for all writing tasks may fit third grade and make no sense in ninth grade, where independent writing is a core skill. The IEP team should be openly asking whether each accommodation is still needed, still used, and still producing real results.

Transition planning has to start no later than age 16 under IDEA, though many states and good teams begin at 14 ^[1]. Part of transition planning is figuring out what supports the student will need after high school, which leads straight to the college question.

Here is the hard truth about college: IDEA ends at high school graduation or age 21, whichever comes first. College is not covered by IDEA. It is covered by the Americans with Disabilities Act and Section 504, which set a very different standard ^[7]. In college, the student self-identifies to the disability services office, provides their own documentation, and requests accommodations. The college does not go looking for students with disabilities. It does not provide the level of support a K-12 IEP does.

What helps most in getting ready for that shift:

• The student should know their diagnosis, their disability-related barriers, and which accommodations help. They should be able to explain all of it themselves before graduation.
• Gather updated documentation. College disability offices usually want an evaluation from within the last 3 to 5 years. If the last one was in 7th grade and the student is now a senior, request a re-evaluation.
• The IEP's "Summary of Performance," which schools must provide when a student exits special education, is built to help with post-secondary disability documentation ^[1]. Get it and keep it.

Common college accommodations for students who had K-12 IEPs include extended time on tests (very commonly approved), note-taking support, text-to-speech software, and testing in a reduced-distraction room. Those tend to transfer well. What does not transfer: specialized instruction, resource room time, and paraprofessional support.

What accommodations should be in writing versus handled informally?

Everything the school is required to provide belongs in writing in the IEP. Full stop. A verbal promise from a kind teacher is not enforceable, and it vanishes when that teacher retires, transfers, or picks up a different class. If an accommodation matters enough to ask for, it matters enough to have in the document.

Parents sometimes hear "we do that informally for all our kids" or "we'll make sure it happens, no need to write it in." Those lines may come from a good place, but they leave you with no recourse when it doesn't happen. Writing it in creates no extra burden for a good teacher. It just makes good practice official and protectable.

That said, not everything from an IEP meeting has to become a formal accommodation. Some adjustments teachers make naturally aren't accommodations in the legal sense. They are just good teaching. Letting a student sit closer to the board, allowing anyone to use a fidget tool, or handing the whole class a visual schedule are universal design strategies that help lots of students and need no IEP.

The test for whether something belongs in the IEP: does this child specifically need it because of their disability, in a way a general classroom practice wouldn't cover? If yes, it goes in writing.

For a systematic look at the full IEP document and what each section should hold, the IEP in school: what it is and how to get one article walks through every required component, including the accommodation section. The free reading tools at ReadFlare also include an IEP accommodation checklist you can bring to meetings.

Frequently asked questions

What is the difference between an accommodation and a modification in an IEP?

An accommodation changes how a student accesses or demonstrates learning but keeps the grade-level standard the same. A modification changes the standard itself, like reducing the amount of content or accepting below-grade work as satisfactory. Both can appear in an IEP, but only accommodations should be used on state standardized assessments, because modifications change what the test measures.

How many accommodations can a child have in their IEP?

There is no legal limit on the number of IEP accommodations. The practical limit is usefulness: each one should address a specific, documented barrier. A student with dyslexia and ADHD might have 8 to 12 accommodations across settings and subjects. What matters is that each has a clear link to the evaluation data, not that the list stays short.

Do IEP accommodations follow a student to a new school or new district?

Yes, with nuances. If a student transfers within the same state, the new school must provide comparable services to the existing IEP while it develops a new one, which must happen within a reasonable time (most states say 30 days). Transferring across states, the new school must also provide comparable services while it evaluates the student under the new state's standards. Bring the full IEP when you move.

Can a teacher refuse to implement an IEP accommodation?

No. Every teacher who works with a student covered by an IEP is legally required to implement its accommodations. A teacher refusing or forgetting repeatedly is a school compliance problem, not a personal choice. If it happens, contact the special education coordinator in writing, document dates and details, and if it continues, file a state complaint with your state education agency.

Are IEP accommodations allowed on the SAT, ACT, or other standardized tests?

Yes. The College Board (SAT) and ACT both run accommodation programs for students with documented disabilities. Common approvals include 50% or 100% extended time, computer use, and separate testing rooms. The application requires documentation, often the IEP and evaluation reports. Apply early: the College Board process can take 7 weeks or more, and some decisions need appeals.

What is extended time and how much extra time do students typically receive?

Extended time gives students with disabilities extra time to finish tests or assignments. The most common amounts are time-and-a-half (50% more) and double time (100% more). The amount written into the IEP should match the severity of the processing barrier documented in the evaluation. Some students need 1.5x for regular class tests and 2x for high-stakes assessments.

Does my child need a diagnosis to get IEP accommodations?

A formal diagnosis is not strictly required under IDEA, but the school evaluation must document that the student has a disability in one of the 13 IDEA categories and that it adversely affects educational performance. In practice, a professional diagnosis (dyslexia, ADHD, and the like) from a psychologist or physician strengthens the case a lot. Many schools stall without one, though technically the school's own evaluation data can establish eligibility.

Can parents request IEP accommodations at any time, or only at annual reviews?

Parents can request an IEP meeting anytime to propose new accommodations or revise existing ones. Schools are expected to respond within a reasonable window, usually 10 to 30 days depending on state rules. Annual reviews are the default schedule, but you do not have to wait. If a new evaluation finding, a new diagnosis, or a clear pattern of struggle appears, request the meeting in writing by email so you have a record.

What is a 504 plan and how is it different from IEP accommodations?

A 504 plan provides accommodations under Section 504 of the Rehabilitation Act for students whose disability substantially limits a major life activity but who do not need specialized instruction. IEP accommodations come with specialized instruction and carry stronger procedural protections under IDEA. A 504 is generally easier to get but is enforced through the Office for Civil Rights rather than IDEA's dispute process. See the full comparison at the 504 plan page.

Are IEP accommodations kept confidential from other students?

Yes. IEP records are educational records protected under FERPA (Family Educational Rights and Privacy Act). Staff who need the information to implement the IEP can see it, but school personnel cannot disclose a student's disability or accommodation needs to other students or most other adults without parent consent. In practice, some accommodations are visible in the classroom; the disability label behind them is not.

What happens to IEP accommodations during remote or hybrid learning?

IDEA does not pause for remote learning. Schools must keep providing IEP services and accommodations during remote or hybrid instruction. If a district closes for an emergency, it must make good-faith efforts to provide services, and if it serves general education students, it must provide comparable services to students with IEPs. If services were lost during a closure, compensatory services may be owed.

How do I know if the school is actually implementing the accommodations written in my child's IEP?

Ask your child directly which teachers use accommodations and which don't. Review homework and tests for evidence (typed responses instead of handwritten). You can also request a meeting and ask teachers to describe how they run each accommodation. If you find consistent gaps, document dates and details, then raise it in writing with the special education coordinator. Non-implementation is a compliance violation, not a preference.

Can a school remove an accommodation from an IEP without parent agreement?

No. Removing an accommodation is a change to the IEP and requires IEP team agreement, including the parent. The school must provide Prior Written Notice before any change, and parents can disagree and invoke due process protections. Schools sometimes propose removing accommodations after a student makes progress, which can be appropriate, but the data behind that decision should be shared with and agreed to by the parent.

What is preferential seating as an IEP accommodation?

Preferential seating places the student where their disability creates fewer barriers, usually near the teacher for attention difficulties, away from high-traffic areas or windows, or positioned for a clear view of the board. It is low-cost and easy to run but needs to be spelled out clearly in the IEP and updated when classroom layouts change, like the start of each school year or after a rearrangement.

Sources

1. U.S. Department of Education, Individuals with Disabilities Education Act (IDEA), 20 U.S.C. § 1400 et seq.: IDEA defines FAPE, requires IEP team composition including parents, mandates progress reporting, requires transition planning by age 16, and requires a Summary of Performance upon exit from special education.
2. National Center on Educational Outcomes (NCEO), University of Minnesota, Accommodations Resources: NCEO categorizes accommodations into presentation, response, setting, and timing/scheduling categories, and tracks state-by-state variation in assessment accommodation policies.
3. U.S. Supreme Court, Endrew F. v. Douglas County School District, 580 U.S. 386 (2017): The Supreme Court held that an IEP must be 'reasonably calculated to enable a child to make progress appropriate in light of the child's circumstances,' raising the standard above minimal benefit.
4. U.S. Department of Education, IDEA, IEP Requirements: IDEA requires IEP teams to consider accommodations for participation in general education, state and district assessments, and extracurricular activities; ADHD qualifies under Other Health Impairment; parents have the right to an Independent Educational Evaluation.
5. Journal of Learning Disabilities, text-to-speech technology as accommodation for students with learning disabilities, 2019: Text-to-speech tools improved comprehension scores for students with reading disabilities, though effects varied by age and tool quality.
6. Exceptional Children (journal), accommodation implementation fidelity in general education classrooms: Research on implementation fidelity consistently finds that knowing an accommodation exists and applying it consistently in the classroom are very different outcomes for students with disabilities.
7. U.S. Department of Education, Office for Civil Rights, Section 504 and the Americans with Disabilities Act: Section 504 of the Rehabilitation Act of 1973 requires schools to provide equal access for students with any disability substantially limiting a major life activity; the ADA applies to post-secondary institutions.
8. U.S. Department of Education, Office of Special Education Programs, state assessment participation: The U.S. Department of Education requires students with disabilities to participate in state assessments with appropriate accommodations, with each state defining approved accommodations.
9. U.S. Department of Education, IDEA, Part B dispute resolution data: State complaint resolution must occur within 60 days under IDEA; mediation agreement rates are approximately 70% based on federal dispute resolution data.
10. Center for Parent Information and Resources, Parent Training and Information Centers: Each state has a Parent Training and Information Center funded under IDEA that offers free support to parents of children with disabilities, including help with IEP advocacy.
11. Rehabilitation Act of 1973, Section 504, 29 U.S.C. § 794: Section 504 prohibits discrimination against persons with disabilities in programs receiving federal financial assistance, forming the legal basis for 504 plans in public schools.
12. College Board, Services for Students with Disabilities (SSD): The College Board provides accommodation programs for the SAT including extended time and separate testing; the review process can take approximately 7 weeks.