Common Reasons Accommodation Requests Get Denied and How to Avoid Them
What Every High-Stakes Test-Taker Should Know Before Submitting Their Documentation
If you’ve submitted a request for accommodations on a high-stakes exam like the MCAT, LSAT, GRE, GMAT, or medical boards, and received a denial, you’re not alone. Even highly qualified applicants with legitimate needs are often surprised when their requests are turned down.
The good news is that most denials happen for predictable, preventable reasons.
Understanding these patterns can help you (and your evaluator) build a stronger, evidence-based application the first time around.
1. The Evaluation Doesn’t Include Enough Objective Data
One of the most common reasons for denial is that the report simply doesn’t include enough quantitative evidence.. Testing boards require objective data (not just self-report questionnaires or clinical impressions) to prove that your condition creates a functional limitation under exam conditions.
What this looks like:
The report includes only rating scales or symptom checklists.
The evaluator did not administer cognitive or academic fluency tests (e.g., processing speed, reading fluency, timed writing).
The data shows a diagnosis (like ADHD) but not a measurable impact on performance.
How to avoid it:
Work with a psychologist who performs comprehensive neuropsychological or psychoeducational testing, not just diagnostic screening. A strong report includes:
Timed performance measures (WAIS-V Processing Speed, WIAT-4 Fluency, CPT-3)
Cognitive and academic data
Clear interpretation linking scores to real-world performance limitations.
2. The Report Doesn’t Clearly Link the Data to the Exam
Testing boards don’t just want to know that you have ADHD, dyslexia, or anxiety. They need to know how it affects your ability to perform on their exam.
Common mistake:
The report lists results but never explains what they mean for the test format (for example, how slower processing speed affects reading lengthy passages under time constraints).
How to avoid it:
Make sure your evaluator connects the dots explicitly. For instance:
“Although Ms. X demonstrates strong reasoning skills, her reading fluency and written output speed fall at the 20th percentile. On the LSAT, which relies heavily on timed reading comprehension, this discrepancy would substantially limit her ability to demonstrate her true ability without extended time.”
That kind of statement translates data into functional impact, which is exactly what reviewers are looking for.
3. The Evaluation Is Too Old
Documentation has an expiration date.
Testing board timelines:
AAMC (MCAT): within the last 3 years
LSAC (LSAT): within the last 5 years
ETS (GRE, GMAT): typically within 5 years
NBME (STEP exams): usually 3–5 years, depending on diagnosis
Older evaluations are often denied automatically unless updated testing shows that your limitations still exist.
How to avoid it:
Check the “recency” requirement before submitting. If your report is older, schedule an updated evaluation or a brief re-assessment that confirms your current functioning.
4. There’s No History of Prior Accommodations
Testing boards often ask:
“If this condition has been lifelong, why were accommodations never requested before?”
A lack of prior accommodations doesn’t automatically disqualify you, but it does raise the bar.
Reviewers want to understand why you need help now, especially if you’ve always performed well in school.
How to avoid it:
Your evaluator should directly address this in the report:
“Although Mr. Y did not receive accommodations previously, he compensated through extended study time and untimed settings. The structure and duration of the MCAT exceed those coping strategies, leading to significant fatigue and slowed performance.”
Providing that rationale can make all the difference.
5. The Recommendations Are Too Generic
Testing boards are skeptical of reports that seem “boilerplate.” Phrases like “extra time may be helpful” or “accommodations could improve performance” weaken your case.
How to avoid it:
The recommendation section should:
Use specific language (“50% extended time,” “stop-the-clock breaks every 90 minutes,” “separate, distraction-reduced room”).
Include a clear rationale tied to test data.
Reference the exam format (e.g., “extended time is necessary for reading-dense sections like Logical Reasoning on the LSAT”).
6. The Report Focuses Only on Diagnosis, Not Function
You can have a valid diagnosis but still be denied if your report doesn’t show how that diagnosis actually impacts your test performance.
Testing boards operate under the ADA standard of “substantial limitation” meaning your condition must significantly interfere with a major life activity (like reading, concentrating, or writing) compared to most people.
How to avoid it:
Your evaluator should explicitly describe:
Which cognitive functions are limited
How those limitations appear in everyday life
Why those limitations interfere with timed exams
Why the requested accommodation specifically addresses that barrier
7. The Evaluation Doesn’t Address Anxiety, Fatigue, or Secondary Factors
Sometimes a student has ADHD and performance anxiety, or a medical condition that causes cognitive fatigue.
If the report doesn’t acknowledge these interactions, it can appear incomplete or inconsistent.
How to avoid it:
Choose an evaluator who assesses both cognitive and emotional factors, and can explain how they interact.
For example:
“Anxiety symptoms contribute to reduced working memory efficiency, compounding the effects of ADHD during timed testing situations.”
8. The Documentation Doesn’t Match the Accommodation Requested
A request for double time, for example, must be justified by data showing a significant timing-related deficit. If the evidence doesn’t align with the level of support requested, it’s likely to be denied.
How to avoid it:
Ask your evaluator to recommend accommodations that fit the data. Boards tend to approve requests that are proportionate, reasonable, and clearly connected to the documented impairment.
Summary
Most denials happen not because students don’t qualify, but because their documentation doesn’t meet the board’s expectations. A comprehensive, recent, and clearly written report is the key to a smoother approval process.
To strengthen your case:
Work with a psychologist experienced in high-stakes testing accommodations
Make sure your evaluation includes timed performance measures
Double-check recency and completeness before submission
Address functional impact and rationale directly in the report
Considering an Evaluation?
If you’re preparing for an exam and unsure whether your documentation meets testing board standards, a consultation can help you determine what type of evaluation or update is needed, and how to avoid common pitfalls that lead to denials.
