Test-takers with disabilities have long complained that the cost of obtaining the required documentation to support their need for accommodations is beyond their reach. Are accommodations policies rewarding candidates who have the wealth, knowledge, and access to diagnostic resources? Conversely, have some organizations (even unintentionally) enacted unnecessary barriers for some individuals with disabilities who don’t have those resources? We will explore alternative approaches that are now favoured by some institutions in Canada and Western Europe and the United Nations, that incorporate the “social model” of disability. Using this more progressive view of disability, our approach to documenting the need for test accommodations can also change. In fact, individuals can document their need for disability accommodations using a much broader range of documentation options, rather than relying exclusively on medical or psychological diagnostic evidence. The presenters will describe these updated models and show how they can be used to get better information about the student’s (or test-takers) functional limitations and access needs, while limiting requirements for obtaining expensive and intrusive medical evidence.