A request for test accommodations on the basis of Attention-Deficit/Hyperactivity Disorder (ADHD) should include the following:
- A report of an appropriate evaluation, as determined by your qualified evaluating professional, containing:
- A discussion of relevant background information, including (but not limited to) a history of your presenting symptoms and the impact of symptoms on functioning across environments, currently and historically.
- A summary integrating relevant background information, behavioral observations, and assessment results, if applicable, to support the diagnostic conclusion(s).
- A diagnosis and a recommendation for accommodations, with a clear rationale for why each of the recommended accommodations is necessary for you to take the exam in an accessible manner. For example, if applicable, the report might explain why additional testing time is needed, versus additional break time or a separate testing area.
Objective non-medical records of impaired functioning
Documentation from school, work, or social settings demonstrating the nature and course of the impairment and its impact on a major life activity that is relevant when taking a standardized exam. Examples may include (but are not limited to): report cards, academic transcripts, Section 504 plans/Individualized Educational Plans (IEP), employment evaluations, performance on prior standardized examinations, and relevant first-hand observations of how your impairment impacts your daily life functioning.
A request for test accommodations on the basis of Specific Learning Disorder (SLD) should include the following:
- A report of an appropriate evaluation, as determined by your qualified evaluating professional, containing:
- A discussion of relevant historical background information, including (but not limited to) previous psychoeducational evaluations and the individual’s educational, developmental, and psychosocial history.
- Assessment data from a comprehensive battery of standardized, norm-referenced tests and measures and a summary integrating those results with the relevant background information to support the diagnostic conclusion(s).
- NOTE: Academic difficulties as a result of limited English proficiency are not necessarily the result of SLD. A qualified evaluating professional should include consideration of this factor in the diagnostic conclusion(s) if English is not your native language.
- A recommendation for accommodations and a clear rationale for each of the recommended accommodations is necessary for you to take the exam in an accessible manner.
Objective non-medical records of impaired functioning
- Documentation from school or other relevant settings to demonstrate the nature and impact of the impairment on relevant major life activities. Examples may include (but are not limited to): report cards; academic transcripts; Section 504 plans/Individualized Educational Plans (IEP); employment evaluations; and performance on prior standardized examinations.
A request for test accommodations on the basis of a psychiatric disorder should include the following:
- Documentation from a qualified treatment and/or evaluating professional (i.e., psychiatric or psychological evaluation and/or letter) completed within the past six (6) months, containing:
- A description of your presenting problem(s), with details about the onset, history, and current frequency, severity, and duration of symptoms, as well as the corresponding impact on your current daily life activities (e.g., in school, work, home, social settings, etc.).
- A detailed summary that integrates your clinical presentation, behavioral observations, relevant background and historical information, current functioning, and assessment data, if applicable, to support the diagnostic conclusion(s).
- A recommendation for accommodations and a clear rationale for why each of the recommended accommodations is necessary for you to take the exam in an accessible manner.
- Objective non-medical records of impaired functioning
- Academic records, employment/work records, relevant observations from third parties of how your impairment impacts your daily life functioning, and other records demonstrating how the psychiatric condition substantially limits your ability to perform functions that are relevant to the specific examination for which accommodations are requested.
A request for test accommodations on the basis of a visual impairment should include the following:
A report of evaluation by a qualified vision professional that includes:
A detailed description about the health of the eye(s), distance and near visual acuities, visual fields, binocular functioning, accommodative functioning, oculomotor functioning, and other pertinent information.
Data from all tests, procedures, measurements, and scales administered and a summary integrating those results to support the diagnostic conclusion(s).
NOTE: Monocular conditions, in and of themselves, may not cause a substantial limitation in the ability to read or perform other two-dimensional tasks at near distance. Requests based on such conditions should include objective examples of demonstrated impairment when reading or working on a computer.
A recommendation for accommodations and a clear rationale for why each recommended accommodation is necessary to enable you to take the exam in an accessible manner.
Objective non-medical records of impaired functioning
Academic records, employment/work records, and other records demonstrating how your condition substantially limits your ability to perform functions relevant to the specific examination for which accommodations are requested.
* Please be advised that the USMLE is only offered as a computer-based examination.
** Text and image magnification and reverse contrast options are standard user-adjustable display features at the test center.
A request for test accommodations on the basis of hearing impairment should include the following:
Documentation from a qualified professional (e.g., audiologist, otolaryngologist) including:
A copy of the most recent audiogram or audiometric study that has been conducted.
Any other relevant testing results.
A discussion concerning the current impact of your hearing impairment on daily life functioning, therapies or interventions that are being used to treat or ameliorate the impairment, and how the impairment is expected to impact your ability to take the examination.
A recommendation for accommodations and a clear rationale for why each of the recommended accommodations is necessary for you to take the exam in an accessible manner.
Objective non-medical records of impaired functioning.
Academic records, employment/work records, or other records demonstrating how the hearing condition substantially limits your ability to perform functions that are relevant to the specific examination for which accommodations are requested.
Assistive Devices
Assistive devices may not be connected (wireless or wired) to the workstation. If you require an assistive device, please review the information on the Pre-Approved Items List.
* NOTE: There may be a few items on each Step exam with sound. Visual representation of sound (a wave file embedded in the item that depicts the sound being played) is available as an accommodation.
A request for test accommodations on the basis of a medical condition not addressed elsewhere in these guidelines should include the following:
Documentation from a healthcare professional qualified to diagnose and/or treat your medical condition, containing:
A clear statement(s) of the specific medical diagnosis, date of onset, current symptoms, current medication and any related side effects, and current impact on your functioning, particularly in relation to taking the examination.
A recommendation for accommodations and a clear rationale for why each of the recommended accommodations is necessary for you to take the exam in an accessible manner. For example, if applicable, why additional testing time is needed, rather than additional break time during which you can rest or otherwise address the symptoms of your impairment.
Objective non-medical records of impaired functioning.
- Academic records, employment/work records, or other records demonstrating how the medical condition substantially limits your ability to perform functions that are relevant to the specific examination for which accommodations are requested.