complete, dated, signed, in English, and
on official letterhead. Disability
documentation should address all of the
following:
o The existence of an impairment that
substantially limits a major life
activity, as compared to most
people in the general population
o A diagnosis of the disability and the
current impact of impairment and
how it limits the student’s ability to
take the test under standard
conditions
o A rationale for why the requested
accommodations are necessary and
appropriate. For example, if extra
time is requested, the evaluation
must say how much extended time
should be provided and on what
basis.
o The accommodations that are
requested should generally match
those provided in the past.
• Some accommodations may not require
prior approval, such as braces or crutches,
eyeglasses, insulin pump, etc. Lockers that
can be accessed during breaks are
typically provided for storage of food,
water, and/or medication, if applicable.
• If sufficient disability documentation is
unavailable or outdated, it may take up to
nine months in advance to find a qualified
professional with a qualified professional
with experience and expertise in
diagnosing and documenting the disability
in question. That evaluator will need
relevant historical information, including:
o Letters documenting a history of
accommodations in school, such as
IEPs or 504 plans, or proof of
accommodations on statewide
assessments.
o A description of tutoring or
coaching services provided in the
past.
o A comprehensive evaluation report
for diagnosis of the disability and
accommodation determination.
• Additionally, school records from
elementary and high school as well as
teacher comments will help support a
history of a disability. High school
transcripts may provide good evidence if
they showed the impact of the disability
on grades (e.g., dropped classes,
withdrawals, incompletes, or failing
grades). It is not always the case that
accommodations in the past will
automatically continue. An ongoing need
for accommodations can be described in a
personal statement.
• Many colleges and universities with
strong school psychology programs
perform evaluations at a reduced fee if a
private evaluation is not feasible.
Types of Decision Letters
There are three basic types of decision letters that
the testing agency sends:
1. Approval—This type of letter will list the
accommodations that have been approved.
o Once accommodations have been
approved, directions on the
approval letter regarding how to
schedule the test and other pertinent
information.
o Be aware that extra time may be
needed to schedule the test after
approval for accommodations. For
example, extra time may be needed
to secure a reader or scribe.
2. Request for Additional Information—
This type of letter is not a denial of the
request. It specifies that the agency needs
more information to complete the review.
Arkansas Dyslexia Resource Guide
December 2017