Evaluation Accommodations

General Information

CASB provides reasonable test accommodations to individuals who have documented disabilities (physical, mental, or learning impairments) within the definition provided by the Human Rights Code. Accommodation requests are assessed on a case-by-case basis to ensure equal opportunity for candidates to fully demonstrate their qualifications without altering the nature or level of the qualification being assessed. We consider each case after carefully reviewing the submitted documentation; however, submitting a request does not guarantee receiving an accommodation. Accommodations are provided to ensure that all students are treated fairly on all evaluations.

Specific accommodations depend on the nature of the disability. Accommodations may include, but are not limited to:
  • providing a quiet room with minimal distractions;
  • permitting timed rest breaks during the evaluation;
  • providing enlarged font on the evaluation booklet and answer papers;
  • allowing a medical device in the evaluation room, such as an inhaler or diabetic equipment (if not attached to the student’s body); and
  • increasing time permitted for the evaluation.
To request an accommodation, submit all of the required forms and information no later than 10 weeks before the evaluation. This allows sufficient time for us to review the application and, if necessary, request additional information and receive it from the applicant. Applications submitted closer to the exam date run the risk of being denied.

We may accept applications up to 2 weeks before the evaluation date in exceptional circumstances, such as in the event of an accident or for compassionate reasons.

Mail original documentation to:
Eric Olsen
Director, Student Services
CA School of Business
301, 1253 91 Street
Edmonton, AB  T6X 1E9

We will send you an email upon receipt of your application.

Application Checklist

  1. CASB Accommodation Request Form 1 (Candidate) (required)
  2. CASB Accommodation Request Form 2 (Medical) (required)
  3. Current psychological assessment with clear statement of diagnosis (if applicable)
  4. Cognitive Disability Score Sheet (if applicable)
  5. Evidence of accommodations granted by universities or professional education programs (if applicable)

If you wish to discuss these provisions further, please contact Module Services at accommodations@casb.com.
If your accommodation request is approved, contact Module Services at least 4 weeks before each evaluation date. This allows sufficient time for the approved arrangements to be made at the centre where you plan to write.

NOTE: Many of the evaluations in the CA qualification process are time constrained and evaluate the candidate’s ability to manage time. As a result, it is not unusual for applicants to receive less time than what may be requested or what may have previously been granted in post-secondary studies. The accommodations should not modify the nature of the qualification assessed.


Appeals are allowed, but only if you provide new information or evidence relevant to your case. After receiving your initial decision, you have 7 days to launch an appeal. CASB reserves the right to subject applicants to testing by its own psychological expert in order to assess the case under appeal.

Learning and Cognitive Disabilities Guidelines

If you are seeking accommodation due to a cognitive or learning disability, or due to a neurological disorder that affects your cognitive abilities, you must submit a comprehensive psychoeducational assessment report or neuropsychological assessment report as part of the accommodation request.

Please note: If you were granted accommodations at university, you will need to demonstrate a current need to receive an accommodation for the CASB evaluations. If you were not previously provided an accommodation, the CASB Accommodation Request Form 2 (Medical) should include a detailed explanation as to why an accommodation is needed at this time.
The assessment should include clinical findings.

  • The applicant must be an adult when testing is done. In most cases, this means testing has been conducted within the past five years.
  • The testing must be performed by a qualified professional. Documentation should include the professional’s academic credentials and qualifications that allow them to diagnose the disability and make recommendations on the CASB evaluations.
  • The testing must include a battery of tests (see below for a list of possible tests). It is not acceptable for the professional to administer only one test, nor is it acceptable for the professional to base a diagnosis on only one of several subtests.

At a minimum, the professional must assess the following:

  1. Aptitude: The preferred instrument is the Wechsler Adult Intelligence Scale — Fourth Edition (WAIS-IV).
  2. Achievement: Current levels of functioning in reading and written language are required. Acceptable instruments include, but are not limited to, Woodcock-Johnson Psychoeducational Battery III: Tests of Achievement, and the Wechsler Individual Achievement Test (WIAT). The Nelson-Denny Reading Test (NDRT) is strongly recommended as a timed reading comprehension measure.
  3. Information Processing: Specific areas of information processing (for example, short- and long-term memory, sequential memory, or auditory and visual perception/processing speed) must be assessed. Commonly used instruments in this area include information from subtests on the WAIS-III, the Woodcock-Johnson Tests of Cognitive Ability, the Wechsler Memory Scale-III, and the Halstead-Reitan Neuropsychological Battery.

The documentation provided by the professional must include the following information:

  • Provide actual test scores and standard scores and percentiles on an age-adjusted, rather than education-adjusted, norm. It is helpful to list the test data in a summary score sheet.
  • Document the impact of the disability on the candidate’s ability to write the evaluations. Test results should clearly support this claim.
  • Include clear and specific evidence and diagnosis of a learning disability. Individual “learning styles” and “learning differences” do not by themselves constitute a learning disability. It is important that the assessment rule out alternative explanations for problems in learning, such as emotional or attention problems that may interfere with learning but do not, in and of themselves, constitute a disorder in learning.
  • Explain why each recommended accommodation is necessary, referring to specific test results or clinical observations. We will consider recommended accommodations that give the student a fair chance.

Physical and Systemic Disabilities Documentation Guidelines

Physical and systemic disabilities have a definitive physical cause and significantly restrict a student’s physical ability to write the evaluation under standard conditions.

Supporting documentation must be comprehensive and current. Professionals conducting assessments, rendering diagnoses of specific disabilities, and making recommendations for appropriate accommodation(s) must be someone who is qualified to do so (such as a physician).
The documentation provided:

  • must identify an unequivocal diagnosis of a specific disability;
  • must discuss functional limitations caused by the disability and its impact on the student’s ability to take the CASB evaluations under standardized conditions;
  • should list current medication, dosages, and existing (not possible) side effects; and
  • should recommend accommodation(s) to compensate for the identified functional limitations.