ACT Testing Accommodations (2026)

Who Qualifies for ACT Accommodations?

ACT provides accommodations for students with documented physical, cognitive, or psychological disabilities that substantially limit one or more major life activities in the testing context. ACT follows the Americans with Disabilities Act (ADA) and Section 504 of the Rehabilitation Act as its framework for eligibility.

Learning Disabilities

• Dyslexia — reading fluency, phonological processing, and decoding deficits
• ADHD / ADD — attention disorders with documented functional impact; diagnosis alone is not sufficient
• Dysgraphia — written expression difficulties affecting timed writing performance
• Processing speed disorders — significantly below-average processing speed on standardized assessments
• Other specific learning disabilities (SLD) — as defined by IDEA and documented by a licensed evaluator

Physical and Sensory Disabilities

• Visual impairments — low vision, legal blindness, total blindness
• Hearing impairments — partial or total hearing loss, auditory processing disorder
• Physical and motor disabilities — conditions affecting use of hands or general mobility
• Chronic pain conditions — documented need for additional breaks or movement

Medical and Psychiatric Conditions

• Chronic illness — diabetes, autoimmune disorders, Crohn's disease, or similar conditions requiring breaks
• Anxiety and psychiatric disorders — diagnosed conditions with documented impact on test performance (not test anxiety alone)
• Neurological conditions — epilepsy, TBI, cerebral palsy

Available ACT Accommodations

Documentation Requirements by Disability Type

ADHD / ADD

ACT scrutinizes ADHD accommodation requests carefully. In addition to a diagnosis, documentation must include:

• DSM-5 criteria documentation with evidence that ADHD symptoms were present before age 12
• Standardized rating scales completed by both the student and an observer (teacher, parent, or clinician)
• Evidence of current functional impairment in academic settings (grades, teacher reports, classroom accommodations history)
• Professional recommendation for specific testing accommodations linked to documented symptoms
• A diagnosis letter without supporting testing data is typically insufficient; a full evaluation is strongly recommended

Dyslexia and Reading-Based Learning Disabilities

• Comprehensive psychoeducational evaluation with standardized reading assessment scores (TOWRE, GORT-5, WJ-IV Reading Fluency, or equivalent)
• Cognitive battery including processing speed, phonological awareness, and reading fluency subtests
• Professional diagnosis and recommendation for extended time, oral administration, or other specific accommodations
• Current IEP or 504 plan listing the requested accommodation: generally accepted as supporting evidence or primary documentation

Visual Impairments

• Ophthalmology or optometry report documenting visual acuity and functional impact on reading printed materials
• For braille format: ACT must prepare materials in advance — apply as early as possible, ideally 3+ months before the test
• For large print: documentation of optimal print size is helpful for material preparation

Hearing Impairments

• Audiology report documenting degree and type of hearing loss (in dB and frequency range)
• Documentation of any hearing devices currently used
• Note: the ACT is a written test and does not include audio recordings — accommodations for hearing impairments primarily affect test administration (instructions, transitions)

Physical and Motor Disabilities

• Medical letter from licensed physician on official letterhead with diagnosis and description of how the condition limits writing, typing, or sustained sitting
• For scribe approval: documentation must specifically describe why the student cannot produce written responses independently
• For wheelchair or mobility accommodations: specify any equipment or space requirements so the test center can prepare appropriately

Psychiatric and Anxiety Conditions

• Letter from licensed psychiatrist or psychologist with DSM-5 diagnosis, duration of condition, and documented functional impact in academic/testing settings
• Test anxiety alone does not qualify — the diagnosis must be a recognized DSM disorder that goes beyond standard performance anxiety
• For separate room accommodations: documentation should specifically describe why the standard testing environment exacerbates the condition

Chronic Illness and Medical Conditions

• Medical letter from treating physician with diagnosis, treatment plan, and description of functional limitations in sustained testing
• For diabetes or insulin-dependent conditions: documentation of need for food, drink, or medication access during testing
• For fatigue or pain conditions: description of endurance limitations and their impact on a 3–4 hour test session

How to Apply for ACT Accommodations

ACT accommodations are applied for through the ACT Accommodations portal. For most high school students in the US, the school's SSD coordinator or counselor submits the request on your behalf. Students testing independently (homeschooled or without school support) apply directly through ACT.

1. 1
   Speak with your school counselor or SSD coordinator

   For students enrolled in a US high school, the ACT accommodations process is initiated by your school's coordinator. Contact them as soon as possible — they need time to gather documentation and submit the request before the deadline.

2. 2
   Gather your documentation

   Collect your IEP, 504 plan, psychoeducational evaluation, or medical documentation. Make sure all documentation is current and clearly describes the functional impact of your disability on timed academic testing.

3. 3
   School coordinator submits through ACT Accommodations portal

   Your coordinator logs into the ACT Accommodations portal (act.org) and submits your request. They upload documentation and specify the accommodations requested. Students without school support apply directly — contact ACT Accommodations Office for the direct application process.

4. 4
   ACT reviews the request (3–4 weeks)

   ACT reviews all submitted requests. The standard review takes 3–4 weeks. Complex cases or requests with incomplete documentation may take longer. ACT may contact your coordinator for additional information during this period.

5. 5
   Receive approval and registration confirmation

   If approved, the accommodations are linked to your ACT registration. Your coordinator will notify you of the decision. Log in to your ACT account to verify that accommodations appear on your registration.

6. 6
   Confirm before test day

   Check your ACT admission ticket to verify your accommodations are listed. Contact your counselor or ACT directly if anything is missing or incorrect at least 1 week before the test date.

ACT Accommodations Contact

Required Documentation Overview

ACT requires documentation that is current, from a qualified professional, and that clearly demonstrates the functional impact of the disability on the student's ability to complete a timed standardized test.

Accepted documentation

Denial & Appeals Process

If ACT denies your accommodations request, you will receive an explanation from your school coordinator (or directly, if you applied independently). Most denials can be resolved with updated or supplemented documentation.

Common reasons for denial

• Insufficient ADHD documentation — missing standardized rating scales, no observer-completed scales, or diagnosis letter only without evaluation data
• Outdated evaluation — psychoeducational evaluation more than 5 years old
• Missing functional impact statement — documentation proves the diagnosis but does not describe how it impairs timed test performance
• Accommodation not in existing plan — IEP or 504 plan exists but does not list the specific accommodation being requested
• Evaluator credentials missing — documentation does not include the evaluator's licensure information

How to appeal

1. Contact your school coordinator to obtain the full denial explanation from ACT.
2. Contact ACT Accommodations at 1-319-337-1332 to clarify exactly what is missing or insufficient in your documentation.
3. Work with your evaluator or physician to obtain a supplemental letter or updated documentation that directly addresses the gap cited by ACT.
4. Resubmit through your school coordinator with the new documentation.
5. For formal appeals: ACT has an appeal process for cases where you believe the decision was made in error. Contact ACT Accommodations Office for specific appeal instructions. Submit a written appeal with all supporting documentation.

Test Day Expectations

Before you arrive

• Print your ACT admission ticket and check that it lists your approved accommodations
• Bring a valid photo ID — school ID is accepted for school-based testing; government ID is required for national test center testing
• Arrive at the time specified for your accommodated session — this may differ from the standard arrival time
• Bring any required items: medication (in original container), snacks for break periods if approved, hearing device
• Contact the test center in advance if you have mobility, wheelchair, or physical setup needs

During the test

• Extended time: the proctor manages timing; your session will be longer than standard. The ACT consists of four required sections (English, Math, Reading, Science) plus optional Writing. Extended time applies to all sections you are registered for.
• Separate room: a proctor will be assigned to your room. Procedures are the same as the main room — you will receive the same test materials and instructions.
• Breaks as needed: inform the proctor when you need a break. Your timer pauses. Keep break materials in a clear sealed bag.
• Oral reader: the reader will read questions aloud at your pace. You control the pace — do not feel rushed. Confirm the reader procedure during the pre-test check-in.
• Scribe: the scribe writes exactly what you dictate. You are responsible for spelling unless you have a separate spelling accommodation. Clarify the process during check-in.

What to do if your accommodations are wrong on test day

• Raise the issue with the test supervisor before the test begins, not during the test
• If the error cannot be corrected on-site, contact ACT Accommodations after the test and document what happened — this may be grounds for a testing irregularity resolution
• Do not start the test without your accommodations if you believe they are required for a fair test — stopping mid-test creates complications

Application Timeline

National Testing vs. State-Administered ACT

Several states administer the ACT to all 11th graders as part of their state assessment program (including Michigan, Wisconsin, Wyoming, and others). Accommodations for state-administered ACT testing may follow a slightly different process.

• In states where the ACT is a state-funded assessment, accommodations are often coordinated through the state education agency
• If you already have a school IEP or 504 plan, accommodations for the state-day ACT are typically applied automatically through the school
• Contact your school counselor to confirm the process in your state
• Students taking the national ACT on a Saturday at a test center follow the standard portal process described above
• Students who take the state-day ACT and then later register for a national ACT must reconfirm their accommodations for the national registration — they do not transfer automatically

International Students

International students can apply for ACT accommodations, but the pathway differs from the US school-based process.

• International students apply directly through ACT — contact ACT Accommodations at 1-319-337-1332 for the direct application process
• Documentation from foreign-licensed professionals is accepted; non-English documentation may require certified translation
• IEPs and 504 plans are US-specific; equivalent documentation from your country's educational or medical system will be considered
• Test centers outside the US that support accommodated testing may be limited — ACT will advise on available centers for your specific accommodations
• Allow additional lead time for international cases: 8+ weeks is recommended
• UK students: SpLD assessments from Patoss-registered assessors or BPS-chartered educational psychologists are accepted

Contact ACT International Services for country-specific guidance on the accommodations and registration process.

Common Pitfalls to Avoid

Common Questions

Will colleges know I took the ACT with accommodations?

No. ACT does not flag score reports to indicate that a student used testing accommodations. Colleges receive your scores exactly as they would any other student's. This policy is consistent with College Board's SAT policy and has been ACT's standard practice for years.

Can I get accommodations for the optional Writing section?

Yes. Accommodations such as extended time and word processor access apply to the optional Writing section as well as the four main sections (English, Math, Reading, Science).

My accommodations were approved for the SAT — do they transfer to ACT?

No. College Board SSD approval does not automatically transfer to ACT. The two organizations have separate review processes. You must apply separately for ACT accommodations, though you can use the same documentation.

What if I disagree with ACT's decision?

ACT has an appeals process. Contact the ACT Accommodations Office for details on how to appeal a denial. Updated or supplemental documentation often resolves the issue on appeal. See the Denial & Appeals section above for the step-by-step process.

Can I use accommodations on the ACT Aspire or PreACT?

Yes. Accommodations approved for the ACT can also be used on ACT-administered assessments such as ACT Aspire and PreACT. Confirm with your school coordinator that your approval covers these additional assessments.