Below is a summary of College Board's Services for Students with Disabilities (SSD)'s policies and practices regarding accommodations for students with disabilities who wish to take the SAT I and II, PSAT/NMSQT, and Advanced Placement (AP) tests. A student is eligible for accommodations if the student:

* Has a disability that necessitates testing accommodations;
* Has documentation on file at school that supports the need for the requested accommodation and meets the Board's Guidelines for Documentation;
* Receives and uses the requested accommodations, due to the disability, for school-based tests.

The current Guidelines for Documentation is to support the need for testing accommodations of the applicants with disabilities:

* Specify the disability, as diagnosed
* Be current (e.g., evaluation; tests, as appropriate)
* Provide relevant educational, developmental, and medical history
* Describe the comprehensive testing and techniques used to arrive at the diagnosis
* Describe the functional limitations resulting from the disability
* Specify the accommodations being requested
* Include the professional credentials of the evaluators

The following are common examples of testing accommodations provided for students with disabilities based on the four major categories:

Presentation

* Large print (14 pt; 20 pt)
* Fewer items on each page
* Reader
* Colored paper
* Use of a highlighter
* Sign/orally present instructions
* Visual magnification (magnifier or magnifying machine)
* Auditory amplification
* Audiocassette
* Colored overlays
* Braille
* Braille graphs
* Braille device for written responses
* Plastic covered pages of the test booklet

Responding

* Verbal; dictated to scribe
* Tape recorder
* Computer without spell check/grammar/cut & paste features
* Computer with spell check feature
* Record answers in test booklet
* Large block answer sheet

Timing/Scheduling

* Frequent breaks
* Extended time
* Multiple day (may/may not include extra time)
* Specified time of day

Setting

* Small group setting
* Private room
* Screens to block out distractions
* Special lighting
* Special acoustics
* Adaptive/special furniture/tools
* Alternative test site (with proctor present)
* Preferential seating

The Board developed its Eligibility and Documentation Guidelines more than eight years ago with significant assistance and input from professionals in the field of educating and assessing students with disabilities.