College can reveal challenges that were easier to manage in high school.
A student who previously earned good grades may suddenly struggle with timed exams. Reading assignments take much longer than expected. Maintaining attention during lengthy tests becomes increasingly difficult. Managing multiple deadlines without the structure of high school feels overwhelming.
For students with ADHD, learning disabilities, or other documented conditions, academic accommodations may help provide more equitable access to their education.
But one of the most common questions students and parents have is:
How do I know whether I qualify for accommodations in college?
The answer depends on the student’s individual circumstances, the documentation available, and the requirements of the college or university.
College Accommodations Are Different From High School
One of the biggest adjustments for families is realizing that accommodations do not automatically transfer from high school to college.
In elementary and secondary school, students may receive support through an Individualized Education Program (IEP), Section 504 Plan, or other school-based services.
College works differently.
Students generally must identify themselves to their college’s disability or accessibility services office and request accommodations. The institution may require documentation demonstrating the nature of the disability and how it affects the student’s academic functioning.
That means a previous diagnosis alone may not always be enough.
What Types of Conditions May Support an Accommodation Request?
Eligibility is determined individually, but students seeking accommodations may have documented conditions such as:
- Attention-Deficit/Hyperactivity Disorder (ADHD)
- Specific learning disabilities involving reading, writing, or mathematics
- Psychological or emotional conditions
- Other disabilities that substantially affect academic functioning
The important question is not simply whether a student has a diagnosis.
Documentation may also need to explain how the condition affects the student’s ability to access or participate in the academic environment and why particular accommodations may be appropriate.
What Types of College Accommodations Might Be Considered?
Accommodations vary according to the student’s documented needs and the institution’s policies.
Depending on the circumstances, accommodations might include:
- Extended time on examinations
- A reduced-distraction testing environment
- Breaks during lengthy examinations
- Assistive technology
- Alternative formats for certain course materials
- Other academic adjustments based on documented functional limitations
Not every student with the same diagnosis needs the same accommodations.
For example, two students with ADHD may experience very different challenges. One may primarily struggle with sustained attention during lengthy exams, while another may have greater difficulty with organization, working memory, or processing information efficiently.
This is why individualized documentation can be important.
When Might a Psychological Evaluation Be Needed?
Some students already have sufficient documentation from previous evaluations or treating professionals.
Others may discover that their documentation is outdated, incomplete, or does not adequately describe their current functional limitations.
A comprehensive psychological or psychoeducational evaluation may be helpful when:
- A student suspects ADHD or a learning disability but has never been formally evaluated
- Previous testing was completed many years ago
- The college requests updated or more comprehensive documentation
- Existing documentation does not adequately describe current academic difficulties
- A student needs clarification regarding attention, learning, processing, or other concerns
- The student is preparing to request accommodations for the first time
Before scheduling an evaluation specifically for accommodations, students should contact their college’s disability or accessibility services office and ask about its current documentation requirements.
Requirements can vary from one institution to another.
Good Grades Don’t Necessarily Mean Accommodations Aren’t Needed
Some students assume they cannot qualify for accommodations because they performed well academically in high school.
Academic success, however, does not necessarily tell the entire story.
A student may have maintained strong grades through extensive studying, tutoring, parental support, reduced course loads, significant additional time, or other strategies.
When the structure changes in college, previously manageable difficulties can become much more apparent.
The purpose of an evaluation is not simply to look at grades. It is to understand the student’s overall pattern of strengths, challenges, history, and current functioning.
Start the Process Early
Students should avoid waiting until the night before an exam—or until academic difficulties become severe—to begin investigating accommodations.
Documentation review, psychological testing, and the college’s approval process can all take time.
If you think accommodations may be needed, contact the school’s accessibility or disability services office as early as possible. Ask what documentation is required, whether there are specific forms that must be completed, and how accommodation requests are reviewed.
Having this information before an evaluation can help ensure that the documentation addresses the institution’s requirements.
Getting the Appropriate Documentation
College can be challenging enough without students spending unnecessary energy trying to compensate for difficulties that may warrant appropriate support.
If ADHD, a learning disability, or another psychological concern is significantly affecting academic functioning, a comprehensive evaluation may help clarify the student’s needs and provide documentation and recommendations for consideration by the institution.
Hammond Psychology & Associates provides comprehensive psychological and psychoeducational evaluations for college students seeking academic accommodations, as well as evaluations for ADHD, learning disabilities, processing concerns, and differential diagnosis in Brandon and the greater Tampa Bay area.
To learn more about evaluation services, contact our office at (813) 654-0503 or visit hammondpsychology.com.
Students seeking accommodations should also contact their college or university directly to confirm its current documentation requirements before scheduling an evaluation.
Educational information provided in this article is not intended to guarantee eligibility for accommodations. Accommodation decisions are made by the individual college or university based on applicable requirements, documentation, and the student’s circumstances.