Abstract
Although extended time for tests and examinations is the most commonly requested and provided accommodation in post-secondary institutions, best practice guidelines from existing research are rarely translated into practice. Thus, a review of the literature was undertaken to examine support for granting additional assessment time to persons in specific disability categories. Based on this review, no more than 25% additional time is supported for students with learning disabilities, and even then, only when their documented area of functional impairment overlaps with assessment task requirements. No research support exists for the provision of extra time for students with attention deficit/hyperactivity disorder (AD/HD) or mental health diagnoses. Research is silent on the appropriateness of additional assessment time for individuals with autism spectrum disorder and thus individuals need to be considered on a case-by-case basis. In very exceptional situations, more than 25% additional time may be warranted, but this would need to be well considered using an established decision-making model.