How to Select an LSAT Prep Class With Accommodations

Choosing an LSAT prep class is challenging for any student. Choosing one when you need accommodations, may qualify for accommodations, or learn differently is a much more complex decision.

Students with ADHD, dyslexia, anxiety, processing-speed differences, chronic health conditions, or other neurodiverse learning profiles often come to Ginsburg Advanced after trying traditional LSAT prep and feeling discouraged. Many describe the same experience as the pace was too fast, the explanations felt vague, the workload was overwhelming, and the format assumed a kind of learner they were not.

This is not a personal failure. It is a design problem.

The LSAT is not just a test of logic. It is a test of reading endurance, processing speed, working memory, emotional regulation, and sustained focus. If a prep class ignores those realities, students who think differently are placed at an unnecessary disadvantage before they ever sit for the exam.

This article will walk you through how to select an LSAT prep class with accommodations in mind, using the same principles Ginsburg Advanced applies when designing its own LSAT Prep Classes and tutoring programs for neurodiverse students.

Begin With the Right Framing: Accommodations Are About Access, Not Advantage

One of the first things Ginsburg Advanced emphasizes to students is that accommodations exist to create access, not to provide an unfair boost. The LSAT is intended to measure reasoning ability, not how quickly your brain processes dense text or how well you can suppress anxiety for four hours straight.

When selecting an LSAT prep class with accommodations, it is essential to work with a company that truly understands this philosophy. You want a program that treats accommodations as a legitimate and often necessary tool that allows students to demonstrate their real abilities.

Any prep provider that minimizes accommodations, treats them as a loophole, or suggests they are only for “extreme cases” is not aligned with how LSAC actually views access or how students thrive long term.

Step One: Clarify Your Own Needs Before Comparing Programs

Before you evaluate different LSAT prep classes, take time to identify what support actually looks like for you. At Ginsburg Advanced, this reflection is built into the intake process because the right prep plan depends on understanding the student, not just their diagnostic label.

Ask yourself:

• Do I already receive accommodations in school or on standardized tests?

• Am I unsure whether I qualify but consistently struggle with timing, focus, or stamina?

• Is my biggest challenge reading density, processing speed, test anxiety, or executive functioning?

• Do I need slower pacing, more repetition, or explicit step-by-step instruction?

• Do large classes overwhelm me?

• Do I struggle to stay consistent without structure and accountability?

An accommodations-aware LSAT prep class should not expect you to mold yourself to its system. Like Ginsburg Advanced, it should be built to adapt to the learner.

Step Two: Separate “Accommodations Support” From “Accommodations-Aware Teaching”

Many programs say they “support students with accommodations,” but those words can mean very different things.

At Ginsburg Advanced, accommodations support has two equally important components:

1. Guidance through the LSAC accommodations process

2. LSAT instruction designed from the ground up for neurodiverse learners

A program that only offers one of these may leave you struggling.

LSAC accommodations expertise matters

A prep company with real accommodations expertise should be able to explain:

• How LSAC evaluates accommodation requests

• Which accommodations align with specific functional needs

• What documentation tends to be persuasive

• How to identify gaps or weaknesses in existing documentation

• How to plan your LSAT timeline around submission deadlines and decisions

• What to do if accommodations are partially approved or denied

At Ginsburg Advanced, accommodations guidance is not outsourced or treated as an afterthought. It is a core area of specialization, integrated directly into LSAT prep planning.

Be cautious of companies that promise guaranteed approval or cannot clearly explain the LSAC process. Accommodations are nuanced, and ethical providers will be honest about that.

Step Three: Confirm the Class Is Designed for Neurodiverse Learning Styles

A supportive tone alone does not make a class accommodations-friendly. What matters is how the course is built.

Ginsburg Advanced designs LSAT Prep Classes specifically for students with ADHD, dyslexia, anxiety-related needs, processing differences, and other neurodiverse profiles.

That design philosophy should be what you look for in any prep class.

Features of truly accommodations-aware instruction include:

• Explicit, step-by-step strategy instruction

• Clear structure and predictable lesson formats

• Frequent checks for understanding

• Repetition and reinforcement built into the curriculum

• Reduced cognitive overload

• Visual frameworks and consistent language

• Permission to learn at a different pace without stigma

If a program relies heavily on intuition, speed, or “just practice more,” it may not serve students who need clarity and structure to thrive.

Step Four: Ask How the Program Trains Students Using Extra Time

If you receive extended time, your prep must address how to use that time effectively. At Ginsburg Advanced, pacing under accommodations is treated as a skill that requires instruction and practice, not something students are expected to figure out on their own.

Key questions to ask include:

• Do you teach pacing strategies specifically for 1.5x or 2x time?

• How do you prevent overthinking and second-guessing with extra time?

• Do you train stamina for longer sections and full-length exams?

• How do you help students manage fatigue and attention over extended testing periods?

Programs that simply tell students to “take practice tests with extra time” often miss these challenges. Extra time can be transformative, but only if it is used intentionally.

Step Five: Look for a Program That Separates Skill Development From Performance

One of the most common patterns Ginsburg Advanced sees is students who understand the LSAT conceptually but cannot execute under pressure. Strong accommodations-aware prep explicitly separates learning from performance.

This often means:

• Building accuracy and reasoning skills before emphasizing speed

• Introducing timing gradually

• Practicing skills untimed, then semi-timed, then fully timed

• Teaching strategies to manage anxiety and cognitive load

• Reinforcing confidence through measurable improvement

If a class pushes heavy timing pressure from the very beginning, students who learn differently may internalize unnecessary self-doubt.

Step Six: Evaluate the Instructor’s Experience With Neurodiverse Students

The best curriculum in the world fails if the instructor cannot teach it in a flexible, student-centered way.

At Ginsburg Advanced, our instructors are chosen and trained specifically to work with neurodiverse learners. When evaluating a prep class, ask about the instructor’s experience directly.

Important questions include:

• Have you taught students with ADHD, dyslexia, or anxiety?

• How do you adjust when a student is overwhelmed or stuck?

• How do you teach Reading Comprehension to students who struggle with dense text?

• Do you offer multiple valid approaches or enforce one rigid method?

An instructor should normalize different learning needs and be able to reframe concepts in multiple ways without frustration.

Step Seven: Examine Class Size and Support Between Sessions

Learning does not happen only during class. For many students with accommodations, the real challenge is consistency between sessions.

Ginsburg Advanced prioritizes structured support outside of class because executive functioning challenges can derail even the most motivated students.

Ask about:

• Homework prioritization and flexibility

• Opportunities to ask questions between sessions

• Access to office hours or 1:1 support

• Feedback on practice, not just answer keys

• Help adjusting study plans when life or health intervenes

Large classes are not automatically bad, but they require robust support systems. If you tend to fall behind quietly, smaller classes or hybrid models may be more effective.

Step Eight: Make Sure the Program Supports Students Who Are Unsure About Accommodations

Many students who come to Ginsburg Advanced are uncertain whether they qualify for accommodations. Some have never been formally diagnosed. Others worry about legitimacy.

A responsible prep company should be able to:

• Discuss accommodations without judgment

• Explain eligibility in terms of functional impact

• Help students explore whether accommodations make sense

• Provide guidance without pressure

• Support students regardless of the final decision

If a program avoids this conversation or pushes accommodations aggressively without nuance, that is a warning sign.

Step Nine: Evaluate Platform Accessibility and Materials

Accessibility includes how you interact with the prep materials.

Strong accommodations-aware programs, like Ginsburg Advanced, prioritize:

• Recorded lessons for review

• Clear, organized materials

• Easy navigation

• Printable resources

• Reduced visual clutter

• Consistent formatting

If the platform itself feels overwhelming, it will undermine learning no matter how good the content is.

Step Ten: Pay Special Attention to How Reading Comprehension Is Taught

LSAT Reading Comprehension is often the section where neurodiverse students struggle the most. Ginsburg Advanced treats RC as a skill set that must be taught explicitly.

Effective RC instruction should include:

• Structural reading strategies

• Techniques for summarizing without rereading excessively

• Methods for tracking arguments and viewpoints

• Tools for managing working memory demands

• Anxiety-aware approaches to difficult passages

If a program cannot clearly articulate its RC methodology, that is a major red flag.

Step Eleven: Avoid Volume-Driven Prep if You Struggle With Overwhelm

Many traditional LSAT prep companies emphasize volume. At Ginsburg Advanced, the focus is on depth, clarity, and intentional practice.

Excessive volume can lead to:

• Burnout

• Inconsistency

• Surface-level understanding

• Increased anxiety

• Avoidance behaviors

Ask how a program teaches review. If review is not central to the system, learning may plateau quickly.

Step Twelve: Decide Whether You Need a Class, Tutoring, or a Hybrid

Ginsburg Advanced offers LSAT Prep Classes, 1:1 tutoring, and hybrid options because different students need different levels of support.

• Classes work well for structure and community.

• Tutoring works well for targeted challenges and flexibility.

• Hybrid models often provide the best balance for neurodiverse students.

There is no one-size-fits-all solution, and a good program will help you decide honestly.

Step Thirteen: Use This Checklist Before You Enroll

A strong accommodations-centered LSAT prep program should demonstrate:

• Deep LSAC accommodations expertise

• Neurodiverse-centered course design

• Clear pacing and performance training

• Accessible materials and platforms

• Individualized support and accountability

• Respect for different learning needs

This is the standard Ginsburg Advanced holds itself to, and it is the standard students deserve.

Why the Right Choice Matters

The right LSAT prep class does more than improve a score. It restores confidence, reduces anxiety, and helps students access the test in a way that reflects their real ability.

Students who work with Ginsburg Advanced often say the most important change is not just their score, but how they experience learning for the first time without shame or constant pressure.

Getting Started

Selecting an LSAT prep class with accommodations is not about finding a workaround. It is about choosing a program that understands how you learn, supports your access needs, and teaches with clarity and respect.

Programs like Ginsburg Advanced exist because neurodiverse students deserve prep that is intentionally designed for them, not adapted as an afterthought.

Contact us today for a free consultation.