EMPOWERING SUCCESS THROUGH ACCOMMODATIONS
Academic and Employment Disability Accommodation Support
ADHD, Learning Disability & ADA Compliance Reports. Psychological Testing for Accommodations That Unlock Equal Access
Securing accommodations for school, professional exams, or employment isn’t about asking for favors it’s about exercising your legal right to equitable access under the Americans with Disabilities Act (ADA) and Section 504.
At PECGNA, our doctorate-level psychologists conduct comprehensive, legally compliant evaluations that identify how conditions such as ADHD, dyslexia, autism, anxiety, or mood disorders impact daily functioning and translate those findings into clear, defensible documentation for the accommodations you need.
The Critical Role of Expert Psychological Evaluation
Many accommodation requests are denied because reports are incomplete, outdated, or fail to explicitly connect the diagnosis to functional limitations.
Our evaluations correct that. We combine objective standardized testing, narrative clinical context, and federal ADA compliance language so your documentation holds up with schools, testing agencies, and employers nationwide.
Common Reasons for Denial
- Reports older than 3 years or lacking current data
- No objective test evidence (self-report only)
- No clear link between diagnosis → functional limitation → requested accommodation
- Non-doctoral or unlicensed evaluator
- Missing rationale for each requested support
Our Solution
- Comprehensive Testing: WAIS-IV, WIAT-IV, Conners-4, BRIEF-2, D-KEFS, and other gold-standard tools
- Functional Mapping: Each limitation directly tied to the real-world barrier it causes
- Legal Formatting: Structured to meet ADA & Section 504 requirements used by College Board, ETS, LSAC, AAMC, and employers
- U.S.-Licensed Doctoral Evaluators: Every report meets APA ethical and federal legal standards
Educational Accommodations: K-12 and University
Our psychoeducational assessments provide the data schools require to establish eligibility for IEP, 504, or college disability services.
ADHD / Attention Deficits
Students with attention-related challenges may benefit from extended test time (1.5–2×), reduced-distraction environments, scheduled breaks, and organizational coaching. Legal Basis: Section 504 & ADA Title II documentation must show attention impairments and executive-function impact.
Specific Learning Disorders (Dyslexia, Dysgraphia, Dyscalculia)
Common accommodations include reader or scribe assistance, speech-to-text tools, calculator access, note-taking support, and reduced reading loads. Legal Basis: IDEA (IEP) or 504 Plan requires standardized achievement data showing significant discrepancy.
Anxiety / Mood Disorders
Students may need extended test time, separate rooms, flexible attendance or deadlines, and counselor check-ins. Legal Basis: ADA Title II must show functional interference with major life activities such as concentration, sleep, or attendance.
Autism Spectrum Disorder (ASD)
Structured routines, sensory breaks, and social-communication supports help students manage transitions and testing demands. Predictable environments are key. Legal Basis: Section 504 and IDEA documentation must describe adaptive and social-functioning needs.
Transition Support
PECGNA reports include specific language to bridge services from high school to college, ensuring continuity of accommodations during post-secondary transitions.
High-Stakes Standardized Test Accommodations
National testing authorities have rigorous documentation requirements. PECGNA evaluations are designed to meet or exceed each organization’s standards.
College Board / ACT
Exams such as the SAT, ACT, and AP require comprehensive documentation. Commonly approved accommodations include 50–100% extended time, computer-based testing, quiet testing rooms, and assistive technology use. Documentation Focus: Recency of evaluation within 5 years, objective psychoeducational data, and a clear functional analysis of the impairment.
ETS / Pearson Vue / Prometric
Exams such as the GRE, GMAT, Praxis, and TOEFL often approve accommodations like screen readers, additional breaks, enlarged fonts, or private testing rooms. Documentation Focus: Adult-normed assessments (e.g., WAIS, WIAT) with explicit evidence of functional impact on major life activities.
Legal & Medical Boards
Professional exams including the LSAT, MCAT, USMLE Step 1–3, and NCLEX may approve extended time, paper-based testing, separate testing environments, or access to medical devices. Documentation Focus: A formal diagnosis supported by objective deficits, with a clear justification tied to each exam domain.
Workplace & Employment Accommodations
Under ADA Title I, employees with disabilities are entitled to reasonable accommodations that enable them to perform essential job functions effectively and equitably.
Attention / Focus Deficits
Flexible deadlines, task breakdowns, and reduced-noise workspaces support focus and improve productivity.
Processing Speed Deficits
Extended training time, modified workloads, and assistive software ensure performance accuracy without undue stress.
Executive Function Impairments
Written instructions, scheduling tools, and regular supervisor check-ins help maintain organization and task completion.
Anxiety / Depression
Options like remote work, flexible scheduling, and designated quiet spaces reduce environmental stress and support mental health.
Learning Disabilities
Accessible materials, text-to-speech tools, and recorded meetings promote equal access to training and communication.
PECGNA’s ADA-compliant documentation explicitly outlines how a condition substantially limits a major life activity the federal legal requirement for workplace accommodations and includes objective testing data to support every recommendation.
Documentation Standards That Guarantee Compliance
Qualified Evaluator
All evaluations are conducted by U.S.-licensed doctoral psychologists with specific expertise in ADA, Section 504, and IDEA compliance.
Why it matters: Ensures professional credibility and legal acceptance by schools, universities, and employers.
Recency of Evaluation
Testing documentation must be current typically within 12 months for high-stakes testing accommodations, and within 3-5 years for academic or workplace requests. Why it matters: Demonstrates that the disability continues to have a functional impact at the time of review.
Objective Data
Every report includes standardized test results (e.g., WAIS-IV, WIAT-IV, D-KEFS, etc.) with norm-referenced scores and professional interpretation. Why it matters: Provides verifiable, quantifiable proof of impairment and supports legal compliance.
Functional Linkage
Each recommended accommodation is explicitly connected to a documented functional deficit. Why it matters: Prevents denial of requests by ensuring every recommendation meets federal legal standards for “substantial limitation.”
Know Your Rights & Frequently Asked Questions
- What laws protect me?
The ADA (Titles I-III) and Section 504 guarantee access in employment, education, and testing. - How current must testing be?
Most agencies require testing within 1-3 years for standardized tests; schools often accept up to 5 years for stable conditions. - IEP vs 504 vs ADA accommodations:
- IEP: K-12 special education (IDEA)
- 504 Plan: K-12 or college access plan for students without special education needs
- ADA: Postsecondary and employment access rights
- Can a doctor’s note replace psychological testing?
No testing agencies and universities require standardized psychological data from a qualified psychologist. - What if my request is denied?
You can appeal. PECGNA offers document review and addendum letters to address specific denial reasons.
Are PECGNA evaluations accepted nationwide?
Yes our reports meet APA, ADA, and Section 504 standards and are accepted by testing bodies and employers across all 50 states.
EMPOWERING SUCCESS THROUGH ACCOMMODATIONS
FAQ Psychological Testing and Applying for Accommodations (School → Employment)
A psychological accommodation evaluation is a formal assessment conducted by a licensed psychologist to document how a mental, cognitive, or learning condition substantially limits major life activities such as reading, concentrating, or processing information. The results provide the legal documentation required under the Americans with Disabilities Act (ADA) and Section 504 of the Rehabilitation Act for schools, testing agencies, and employers.
Students, test-takers, and employees who experience functional limitations due to ADHD, learning disabilities, anxiety, depression, autism, or other cognitive/psychiatric conditions may qualify. Testing verifies that the limitation meets ADA or Section 504 criteria and identifies the accommodations that best remove barriers.
- Step 1: Obtain a comprehensive evaluation from a licensed psychologist (such as PECGNA).
- Step 2: Provide the report to your school’s disability or IEP/504 office.
- Step 3: The school reviews documentation, confirms eligibility, and creates an IEP or 504 Plan.
- Step 4: Approved accommodations extra time, reduced-distraction setting, breaks, assistive technology are formally implemented.
Testing organizations require:
- A current psychological or neuropsychological evaluation (usually within 3 years).
- A DSM-5 diagnosis, standardized test data, and clear functional impact.
- Direct linkage between your condition and each requested accommodation.
PECGNA evaluations are formatted to meet the documentation standards for all major testing agencies nationwide.
- Submit documentation from a licensed psychologist verifying your diagnosis and functional limitations.
- Discuss options with Human Resources or an ADA Coordinator examples include flexible scheduling, written instructions, quiet workspace, or assistive software.
Engage in the “interactive process” (required by the ADA) to find effective, reasonable solutions.
PECGNA provides ADA-compliant psychological documentation accepted by employers across all 50 states.
Elementary & Secondary School
Extended time on tests and assignments
Small-group or quiet testing environments
Scheduled breaks during long tasks
Note-taking or organizational support
Reduced workload for reading or writing fatigue
College & University
Extra time on exams and assignments
Quiet or distraction-reduced testing rooms
Use of assistive technology (e.g., screen reader, speech-to-text)
Permission to record lectures
Alternate exam formats (oral, typed, or untimed)
Reduced course load without penalty
Standardized Testing
50–100% extended time
Separate or private testing room
Computer use for essay or written sections
Additional breaks as needed
Large print or accessible materials
Reader, scribe, or assistive software support
Workplace
Flexible work hours or modified schedules
Quiet workspace or noise-reduced area
Written instructions and visual aids
Ergonomic workstation or adaptive equipment
Text-to-speech or voice recognition software
Modified deadlines or task pacing
Remote or hybrid work options
- K-12: typically within 3-5 years.
- College/Testing Agencies: within 1-3 years.
- Employment: no fixed limit, but documentation must describe current functioning.
PECGNA ensures all reports meet current ADA recency and format standards.
- A comprehensive report by a licensed psychologist (not a therapist or physician).
- Objective test data (e.g., WAIS-IV, WJ-IV, CPT-3).
- A DSM-5 diagnosis linked to specific functional impairments.
- Explicit recommendations and rationale for each requested accommodation.
- Online intake & consent (secure portal).
- Telehealth clinical interview with a doctoral psychologist.
- Remote or in-person testing (as appropriate).
- Report delivery in 4–7 days including documentation for school, testing, or employment.
- Optional follow-up for appeal or addendum letters.
If your request was denied or documentation expired, PECGNA offers review and addendum services:
- Gap analysis vs testing-agency criteria.
- Targeted supplemental testing.
- Updated documentation that satisfies APA, ADA, and 504 requirements.
Yes. Reports meet federal ADA and Section 504 standards and are accepted by:
- Schools (K-12 and college)
- Standardized testing bodies
- Employers and federal agencies
- Disability and licensure boards
Visit https://pecgna.com/contact-us/ or call 📞 (949) 949-1002 to schedule your intake. All evaluations are conducted by doctoral-level psychologists via secure telehealth and accepted in all 50 states.
Empowering Access Through Knowledge
Our evaluations don’t just support approval they educate, empower, and protect your rights under federal law.
From students to professionals, PECGNA ensures your documentation meets every standard so you can pursue your goals without barriers.
EMPOWERING SUCCESS THROUGH ACCOMMODATIONS
FAQ Psychological Testing and Applying for Accommodations (School → Testing → Work → Housing)
A psychological evaluation for accommodations provides legal documentation showing how a mental, cognitive, or learning condition (e.g., ADHD, Dyslexia, Anxiety, Autism) significantly limits daily functioning. These evaluations support accommodation requests in schools, workplaces, standardized tests, and housing, in compliance with the Americans with Disabilities Act (ADA), Section 504 of the Rehabilitation Act, and the Fair Housing Act (FHA).
Individuals with documented conditions that affect major life activities such as learning, reading, concentrating, communicating, or regulating emotions may qualify for ADA/504/FHA accommodations. This includes children, college students, professionals, and tenants with mental health or neurodevelopmental disorders.
- Get evaluated by a licensed psychologist.
- Submit documentation to your school’s IEP/504 coordinator or university disability services.
- Meet with the team to identify support needs.
- Receive a plan that ensures equitable access (e.g., extra time, reduced-distraction testing, breaks, or assistive technology).
Common School Accommodations:
- Extra test time
- Small-group or quiet testing environment
- Use of laptops or dictation software
- Shortened homework assignments
- Emotional regulation or sensory breaks
Each testing authority (e.g., College Board, ETS, LSAC, AAMC) requires:
- A comprehensive, current evaluation (usually within 3 years).
- Objective test data showing functional impairment.
- A clear connection between diagnosis and requested support (e.g., extra time, separate room, assistive tech).
PECGNA reports are formatted to meet national testing documentation standards.
- Submit documentation from a licensed psychologist describing functional limitations and support needs.
- Engage in the interactive process with your HR or ADA coordinator.
- Implement agreed accommodations (reasonable adjustments under Title I of the ADA).
Common Workplace Accommodations:
- Flexible schedule or telework
- Written instructions
- Quiet workspace or noise-canceling devices
- Extended deadlines for complex tasks
- Assistive reading/writing software
The Fair Housing Act (FHA) and ADA Titles II–III protect individuals with disabilities from discrimination in housing.
To request an accommodation, you’ll typically:
- Obtain documentation from a licensed psychologist confirming a qualifying disability and the functional need for a specific accommodation.
- Submit a written request to your landlord, property manager, or homeowners’ association (HOA).
- Engage in an interactive process to determine reasonable accommodations.
Common Housing Accommodations:
Emotional Support Animals (ESA)
Documentation supporting the need for an ESA
Permission to keep an ESA even in “no pets” housing
No additional pet fees or deposits required
Sensory Modifications
Permission to install soundproofing or light-dimming features
Reduced noise exposure (e.g., choosing a quieter unit)
Adjustments for individuals with ADHD, autism, or PTSD
Safety & Accessibility
Ground-floor or easily accessible units
Reserved or nearby parking spaces
Proximity to exits or open areas for anxiety or panic disorder
Administrative Flexibility
Waived or reduced housing-related fees
Lease modifications to meet disability needs
Extended time to respond to notices or paperwork
All PECGNA housing letters meet HUD and FHA documentation standards and are signed by a doctoral-level psychologist not an unlicensed online letter mill.
- An ESA letter verifies the therapeutic need for an emotional support animal.
- A housing accommodation evaluation provides broader documentation showing how your condition affects daily living, with specific recommendations (e.g., reduced sensory exposure, modified environment, or ESA inclusion).
PECGNA offers comprehensive housing evaluations that can include an ESA component when clinically justified.
- Schools: within 3–5 years
- Testing Agencies: within 1–3 years
- Employment: current and reflective of functioning
- Housing: typically within 12 months
You have the right to appeal under ADA, 504, or FHA law. PECGNA provides appeal support services, including:
- Clarifying documentation gaps
- Providing addendums or supplemental testing
- Writing legal-compliant justification letters
Our telehealth process includes:
- Online intake and consent
- Virtual testing and clinical interview
- Report delivery within 4–7 days
- Optional follow-up for updates or appeals
Yes PECGNA psychological evaluations are accepted across all 50 states and meet legal standards for:
- ADA Title I (Employment)
- ADA Title II/III (Public Services & Housing)
- Section 504 (Education)
- Fair Housing Act (Tenancy & ESA Rights)
Book your confidential telehealth evaluation at https://pecgna.com/contact-us/ or call (949) 949-1002.
Our licensed psychologists specialize in ADHD, learning disabilities, anxiety, and trauma-related conditions ensuring every report meets federal accommodation documentation standards.
EMPOWERING SUCCESS THROUGH ACCOMMODATIONS
Get Started With PECGNA
Contact PECGNA to schedule a free, 15-minute consultation and learn how our specialized evaluations can help your case.
