In the contemporary educational landscape, inclusivity for Students with Disabilities (SWD) is predominant, especially in the context of standardized testing. This paper reviews the prevalent challenges and pitfalls in existing test accommodations - extended time, human-assisted test-taking, and alternative test formats highlighting their failure to create an inclusive test-taking environment for SWD consistently. Although these approaches strive to create a level playing field for all students, they expose certain limitations, such as increased test-related stress, the possibility of inherent biases, and logistical challenges. This analysis thoroughly explores the intricacies of each accommodation, scrutinizing the delicate equilibrium between intent and implementation, as well as the intricate web of factors that may undermine their overall efficacy. It also critically evaluates the issues of bias, accessibility, and the rigidity of traditional methods, underlining the urgency for innovative solutions. The paper briefly acknowledges the potential of an innovative adaptive test-taking platform, which offers a more personalized and less stigmatizing alternative. Yet, the primary focus remains on the imperative to reform current practices to be truly responsive to the diverse and unique needs of SWD. In discussing the way forward, the review contends with the logistical, ethical, and procedural considerations imperative for integrating new technologies with traditional accommodation methods. This review highlights the significance of advancing educational technology to bridge existing gaps in test accommodations, aiming to ensure equitable opportunities for all students, irrespective of their physical or cognitive constraints.