This post is a primer for neurodiverse high school students and their families as they prepare for their college application process. We outline what accommodations are and how they work for standardized testing; when language waivers might come into play; how (and whether) to disclose a learning difference on your applications; and what kinds of learning support to look for when researching colleges.

What accommodations are—and what they aren’t

At their core, accommodations are tools. They adjust how a student accesses information or demonstrates learning, without changing what is being taught or assessed. They are designed to support differences in areas like:

Processing speed
Attention regulation
Working memory
Language processing
Executive functioning
Sensory sensitivity

Common accommodations include extended time, small-group or private testing rooms, breaks during long exams, computer use for written work, and assistive technology such as speech-to-text or text-to-speech software.

School-based vs. standardized testing accommodations

This is where many families are surprised. An IEP or 504 plan at school does not automatically transfer to standardized tests like the ACT or SAT. These exams are governed by separate organizations with their own documentation requirements and approval processes. That means students who receive accommodations in school must separately apply for accommodations on college entrance exams.

The good news: students who have a documented history of accommodations are often approved.

The challenging part: the process takes time and planning.

Requesting accommodations for the ACT and SAT

Accommodation requests for the ACT and SAT are typically submitted by a school-based coordinator (often a counselor, learning specialist, or testing coordinator), not directly by families. Timing matters! Requests should be started months in advance, ideally by the spring of sophomore year or early fall of junior year—especially if updated testing or documentation is needed. Last-minute requests are stressful and more likely to be unsuccessful.

While requirements vary slightly, both the ACT and CollegeBoard (the organization that administers the SAT) generally want documentation that shows:

A diagnosed condition or learning difference
Clear functional impact (how the condition affects test-taking)
A history of accommodations (often requiring students to show that they’ve been using accommodations in school for at least four months)

The documentation must connect the dots. A diagnosis alone isn’t enough; the paperwork needs to explain why specific accommodations are necessary.

Depending on need, students may be approved for:

Extended time (50% or 100%)
Extra or stop-the-clock breaks
A reduced-distraction or private testing room
Use of a computer for written sections
Large-print, audio, or other alternative formats

We recommend seeking accommodations for both the ACT and SAT early on. If you are approved for one and not the other, you’ll know which test to prep for and take. If you are approved for both, you should take a full-length practice test of both tests using your accommodations (time and a half, for example) to determine which is the best fit.

Language waivers: when they help, and when they complicate things

Foreign language requirements can be especially challenging for students with language-based learning differences such as dyslexia, dysgraphia, or certain processing disorders. A language waiver may exempt a student from foreign language requirements in high school, or signal to colleges that language study poses a documented barrier.

A waiver is often considered when:

There is a documented language-based learning difference
The student is putting in significant effort with limited progress
Language study is disproportionately draining time and energy
There is a significant disparity between foreign language ability and ability in other academic areas

Potential benefits

Reduced cognitive overload
More time for core academics or targeted remediation
Protection of GPA and academic confidence

Important trade-offs

Colleges still expect foreign language coursework (most require two years, and many strongly recommend three or even four years)
A waiver can limit options at (or even access to) certain selective institutions
The waiver may need to be explained later in applications

A language waiver is neither good nor bad—it’s a strategic decision. Families should weigh both short-term well-being and long-term college goals before moving forward.

Disclosing a learning difference in college applications

This is one of the most common—and emotionally loaded—questions families ask. Here’s the bottom line: disclosure is optional. There is no universal right answer. The decision depends on the student, the context, and how the learning difference has shaped their academic story.

Disclosure may strengthen an application when a learning difference:

Explains inconsistencies in grades or test scores
Influenced course selection or pacing
Played a meaningful role in the student’s growth and self-advocacy

Strong disclosure focuses on:

Self-awareness
Strategies the student uses
Growth over time

It avoids turning the application into a medical report or positioning the student as fragile. The goal isn’t sympathy; it’s context. When done thoughtfully, disclosure can demonstrate resilience, maturity, and insight.

What learning support to look for when researching colleges

College support varies widely, even among schools with similar reputations. When researching, families should look beyond whether a school has disability services and ask how those services function in practice.

Key supports to look for include:

A dedicated accessibility or disability services office
Clear, transparent accommodation policies
Academic coaching or executive-function support
Writing centers familiar with neurodiverse learners
Assistive technology resources
Note-taking support or recorded lectures
A culture that normalizes self-advocacy

It’s also worth asking how often students actually use these services—and how easy it is to access them. The right college fit isn’t about eliminating challenges. It’s about finding an environment where challenge is manageable, support is accessible, and students can grow without burning out.

With early planning, informed choices, and the right support, accommodations become not a limitation but a bridge to independence, confidence, and long-term success.

Planning for College as a Neurodiverse Student: Accommodations, Disclosure, and Finding the Right Fit

College Advising for Neurodivergence