Our stance

• We view accommodations as access tools, not special treatment.
   

• We do not hand out one‑size‑fits‑all letters. We collaborate to identify supports that actually reduce friction in your life.
   

• Diagnosis can be helpful but is not the only route to support. Some accommodations are reasonable based on functional impact, not labels alone.
   

• We are honest about what we can and cannot support, and we will never pressure you into a diagnosis just to “get a letter.”

When accommodations help

• Your performance doesn’t reflect your ability because of sensory load, executive function demands, social/communication dynamics, or pacing.
   

• You are spending an unsustainable amount of energy to mask or compensate.
   

• You can do the task, but the format (timing, environment, communication channel, instructions) gets in the way.

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What the research says

• Accommodations are often low- or no‑cost and effective.
  Employer surveys show most accommodations cost $0, and when there is a one‑time cost, the median is modest; employers also report strong effectiveness and productivity benefits.
   

• Adjusting the environment boosts outcomes.
  Reviews and qualitative studies with autistic adults highlight that acceptance, clear communication, autonomy, and practical accommodations (e.g., low‑stim spaces, flexible work) improve experiences and job sustainability.
   

• Camouflaging (masking) carries a health cost.
  Meta‑analytic and review evidence links higher camouflaging to increased anxiety, depression, fatigue, and reduced wellbeing—supporting the value of accommodations that reduce the need to mask.
   

• Reasonable adjustments are rights‑based and functional.
  Guidance for autistic adults emphasizes tailoring changes to functional impact (not labels alone) and embedding adjustments across settings.
   

• Education settings should match task demands, not just speed.
  Scholarship on assessment accommodations stresses using psychometrically sound supports so performance reflects ability; some guidance questions blanket extra‑time policies without functional linkage—underscoring the need for individualized rationale.

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What our clinicians do

• Assess functional needs.
  We map the tasks you need to do against the barriers you face (school, testing, licensing boards, workplace, housing, telehealth).
   

• Co‑design supports.
  We translate your goals into concrete, reasonable adjustments.
   

• Document appropriately.
  When indicated, we provide accommodation letters that describe relevant functional impacts and recommended supports.
   

• Therapeutic support.
  We offer coaching/therapy to build skills, reduce distress, and help you use accommodations well (e.g., scripts for disclosure, pacing plans, sensory strategies).
   

• Coordination.
  With your consent, we can communicate with schools, HR/ADA reps, disability offices, or testing vendors to clarify recommendations.
   

We offer accommodation letters in conjunction with our therapeutic support and/or assessment services. Letters are not a stand‑alone product detached from clinical care.

Examples of reasonable accommodations (tailored to need):

Workplace

• Written follow‑ups after meetings; clear agendas and action items
   

• Explicit task scopes, stepwise instructions, and shared project boards
   

• Flexible scheduling or pacing; split deadlines; meeting‑lite days
   

• Quiet/low‑stim spaces; camera‑optional meetings; noise reduction tools
   

• Choice of communication channels (e.g., chat/email instead of ad‑hoc calls)
   

• Time‑blocking for deep work; protected focus windows
   

• Clarified performance metrics that emphasize outcomes over face‑time
   

• Advance notice for changes; visual timelines and roadmaps
   

• Job‑carving to align tasks with strengths; assistive tech as needed

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Education

• Additional time for timed tasks; stop‑the‑clock breaks
   

• Reduced‑distraction or private room; predictable scheduling
   

• Access to lecture recordings; note‑sharing; captioned media
   

• Clear rubrics and exemplars; chunked assignments with interim checkpoints
   

• Alternative ways to demonstrate knowledge (oral, project, portfolio)
   

• Written instructions for labs/clinicals; pre‑briefs and debriefs
   

• Priority registration for sensory‑friendly times; seating selection
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Healthcare & Daily Living

• Extended or staggered appointments; patient‑led pacing
   

• Pre‑visit summaries and after‑visit written plans
   

• Portal messaging for non‑urgent topics; reduced phone reliance
   

• Permission for a support person; sensory‑aware environments
   

• Clear step‑by‑step prep instructions; visual aids; reminders
   

What our accommodation letters include (when clinically appropriate)

• Your name and date of birth; clinician credentials and practice info
   

• Brief, clinically accurate description of functional impacts (not private details)
   

• Clear rationale linking impacts to requested supports
   

• Specific recommendations (e.g., “50% additional time and a reduced‑distraction environment for timed exams”)
   

• Relevant diagnostic information only as needed and with your consent
   

• Duration/review plan and clinician contact for verification
   

We write letters that are precise, respectful, and practical—enough detail to be useful, no unnecessary disclosure.

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How we decide whether to write a letter

We say "yes" when:

• We have sufficient clinical information (from assessment and/or therapy) to support the request.
   

• The requested accommodations are reasonable, connected to functional impacts, and likely to help.
   

We say "not yet" when:

• We need more information to understand your day‑to‑day barriers.
   

• The request is unrelated to the identified impacts, or another pathway would serve you better.
   

• We believe a different clinical service (e.g., fuller evaluation, skills work) should come first.

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If we can’t ethically support a letter, we will explain why and outline next steps.

Frequently asked questions:
 

• Can I just get an accommodation letter? 

  • We provide letters as part of clinical care, not as a stand‑alone product. Effective accommodations grow from understanding your context, strengths, and barriers. That happens through therapy/coaching and/or assessment. If a letter is indicated, we’ll write one—grounded in that collaborative work.
     

• What does it cost? 

  • Letter writing is generally $200, but the fee can vary based on complexity, coordination, and urgency. This does not include the therapy/assessment time needed to understand your needs. Ask your clinician for specifics.
     

• Do I need a formal diagnosis? 

  • Often no—many schools and employers accept documentation of functional impact without a formal diagnosis. Some entities (e.g., certain testing vendors or licensing boards) do require a diagnosis. We’ll review the rules for your situation and advise accordingly.
     

• Will you write exactly what I request? 

  • We’ll advocate for accommodations that are clinically justified and truly helpful. If we see a better approach, we’ll explain why and propose alternatives.
     

• Can you use my prior evaluation?

  • Yes. We can review prior assessments and, when appropriate, reference them while adding functional clarity tied to your current setting.

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Ready to explore accommodations that actually help?

• Schedule a consultation to discuss your goals and context.
   

• Learn about assessments if you think a formal evaluation would help.
   

• Already in care with us? Talk with your clinician about next steps.
   

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Footnote:
We never guarantee that any accommodation letter will produce the outcome you’re seeking. Final decisions rest with schools, employers, testing organizations, licensing boards, housing providers, and other third parties.