Wall Street Journal on rampant growth in percentage of college students with “disabilities”

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:



No, the SAT and ACT literally measure processing speed and working memory, in part. That is why they are *timed.* Your child may have many strengths, but processing speed is not one of them. It would be much better that he focuses on a college and major that does not prioritize processing speed metrics, than that he circumvent timed tests. That would be a better fit for him.

what college would that be exactly? Almost all colleges from whom a degree means something require one of these tests. As long as that remains the case, accommodations on these tests is necessary.

And meanwhile, scores on SAT and ACT are extremely poor predictors of success in college, but colleges largely don't ditch them because their standing and income is dependent upon students' SAT and ACT scores.

They are excellent predictors of grades. And coupled with a kids’ grades they show if a kid has learned a lot and gotten a good education.
Just because your kid can’t do well on the tests is not a valid reason to trash them.
The test should be telling you and your child that maybe he should pick exercise science as a major instead of engineering, say.
Great so my technical magnet child who is great at math and CS (but needs extra time on tests and projects), needs to study what? Drawing? Music? Dancing? Sorry, he is really bad in those areas.

He should study math and hopefully he’s good enough at it to go far with it. Upper level math is NOT TIMED in the least. Big thinkers take years and years to think of solutions to problems that haven’t been solved yet.
Or entrepreneurship?

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:



No, the SAT and ACT literally measure processing speed and working memory, in part. That is why they are *timed.* Your child may have many strengths, but processing speed is not one of them. It would be much better that he focuses on a college and major that does not prioritize processing speed metrics, than that he circumvent timed tests. That would be a better fit for him.

what college would that be exactly? Almost all colleges from whom a degree means something require one of these tests. As long as that remains the case, accommodations on these tests is necessary.

And meanwhile, scores on SAT and ACT are extremely poor predictors of success in college, but colleges largely don't ditch them because their standing and income is dependent upon students' SAT and ACT scores.

They are excellent predictors of grades. And coupled with a kids’ grades they show if a kid has learned a lot and gotten a good education.
Just because your kid can’t do well on the tests is not a valid reason to trash them.
The test should be telling you and your child that maybe he should pick exercise science as a major instead of engineering, say.
Great so my technical magnet child who is great at math and CS (but needs extra time on tests and projects), needs to study what? Drawing? Music? Dancing? Sorry, he is really bad in those areas.

He should study math and hopefully he’s good enough at it to go far with it. Upper level math is NOT TIMED in the least. Big thinkers take years and years to think of solutions to problems that haven’t been solved yet.
Or entrepreneurship?

Honestly, if he's so good at math and upper level math doesn't have timing restrictions ... great, go on and shine! Why do you then need to have a whole raft of unfair testing accommodations otherwise for the things you aren't good at? Not everyone excels at everything. That's what bothers me about all of this, the focus on TESTS and outcomes.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:As the dyslexic mother of a dyslexic child, it is awful to read what you all think of kids with accommodations. My kid is so ashamed already by his accommodations that he often refuses to use them. He has an IQ of 130 but struggles to pass classes. When you have a kid like mine it becomes blindingly obvious that our educational system isn’t serving our kids well - the typical kids or mine. Why should all school work reward working memory and processing speed and ignore problem solving? It’s wacky. Just like I did, my kid is going to struggle to get through school, but will flourish in a career. And for the person wondering how those stupid dyslexics could have made it into Pomona...a characteristic of dyslexia is high intelligence and problem solving, but a different brain wiring that also makes reading difficult to learn and usually comes with working memory deficits. Many of us dyslexics make it to prestigious colleges by working twice as hard as everyone else. I did.

Then how do you explain the extraordinary increase at these competitive colleges such that 25% of students are labeled disabled?

Why don’t you call them up and demand answers since it is apparently your personal business?

You have dodged the question. Do you really think that a school that has a 15% acceptance rate truly has 25% disabled students, when any given local high school will have 10% or less? Yes, we all agree that students with dyslexia should get to go to college. But there's a difference between a "level playing field" and one quarter of your entire student body getting to cheat on exams because a doctor somewhere agreed with their wealthy parents that they needed extra time and medication. I don't even think the parents know they're cheating. They just think there is no way Junior is really a B student or really only can get a 1200 on his SATs, so they seek out a solution to their problem. And meanwhile there are so many kids out there who are so talented who get shut out by these colleges but don't have parents who know how to cheat.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:



No, the SAT and ACT literally measure processing speed and working memory, in part. That is why they are *timed.* Your child may have many strengths, but processing speed is not one of them. It would be much better that he focuses on a college and major that does not prioritize processing speed metrics, than that he circumvent timed tests. That would be a better fit for him.

what college would that be exactly? Almost all colleges from whom a degree means something require one of these tests. As long as that remains the case, accommodations on these tests is necessary.

And meanwhile, scores on SAT and ACT are extremely poor predictors of success in college, but colleges largely don't ditch them because their standing and income is dependent upon students' SAT and ACT scores.

They are excellent predictors of grades. And coupled with a kids’ grades they show if a kid has learned a lot and gotten a good education.
Just because your kid can’t do well on the tests is not a valid reason to trash them.
The test should be telling you and your child that maybe he should pick exercise science as a major instead of engineering, say.
Great so my technical magnet child who is great at math and CS (but needs extra time on tests and projects), needs to study what? Drawing? Music? Dancing? Sorry, he is really bad in those areas.

He should study math and hopefully he’s good enough at it to go far with it. Upper level math is NOT TIMED in the least. Big thinkers take years and years to think of solutions to problems that haven’t been solved yet.
Or entrepreneurship?

Honestly, if he's so good at math and upper level math doesn't have timing restrictions ... great, go on and shine! Why do you then need to have a whole raft of unfair testing accommodations otherwise for the things you aren't good at? Not everyone excels at everything. That's what bothers me about all of this, the focus on TESTS and outcomes.

This.
Why is it necessary to have a “level playing field” where everyone appears to excel in everything when everyone actually has varied strengths and weaknesses that will help them excel in certain careees and cause undue stress in others.

I was diagnosed with a few very specific learning difficulties as a preteen. I have issues with spatial relations and auditory processing. Math was a struggle, as were a lot of other things. I did not have any accomodation in school or college or on standardized testing. I scored a manageable 1180 on the SAT and graduated college with a 3.2. I chose a career in social services and I’m absolutely indistinguishable from my colleagues. If I had insisted on becoming an engineer, I would have needed accomodations.

[Anonymous]

Anonymous wrote:A study was done to see how students with and without disabilities do on the SAT with extra time. Extra time did NOT help all test takers whether disabled or not. It did help increase score for the highest scoring test takers. So for those students scoring in the 90th percentile rank, extra time absolutely can help boost their score. No one is begrudging extra time to a kid with cerebral palsy or a vision impairment with any score or a kid with a learning disability who scores in the 50th percentile rank. People are upset that some kids who are scoring 1350 of better (90th percentile rank) without the benefit of extra time are gaming the system to get accommodations like extra time to boost that 90th percentile into a 98th or 99th percentile score.

Wealthy families can afford to pay thousands to get their child tested. My cousin had her child tested right after he broke his arm and had a cast on his writing hand for 6 weeks. Surprise, surprise his processing speed was low. His ACT score went from 28 to 32 with extra time and private tutoring. An ACT score is the 89th percentile rank. If you can score better than 89% of high school students how disabled are you? Why should you get extra time? His percentile rank went up the the 97th percentile rank.

Here is a link to the study
https://files.eric.ed.gov/fulltext/ED563027.pdf

[Anonymous]

Anonymous wrote:

Anonymous wrote:PS- I bet it kills you OP to know that my kid had a 216 selection index on his sophomore PSAT, taken in a small group setting with extended time. That would have qualified him as National Merit Commended Scholar. If he improves by about 3 questions this year, with accommodations, he will be a NMSF.

And you can suck it up. This kid is brilliant, and works harder than his very hard working peers for the same or lower grades.

Brilliant, but low processing speed. There's no way he should get NMSF. He can be recognized in other ways for his brilliance.

Low processing speed is a classic ADHD marker. And whether he gets NMSF or not is not call to make. And looking at the psychoeducational testing, and with TJ’s recommendation, the college board decided to go be him time and a half on the PSAT, SAT and APs. So he will take his extended time and be recognized as national merit commended or NMSF. And if you think ADHD kids working at a super high academic level at TJ have it easy, you are way off base. He has the aptitude to succeed at TJ, and he has the aptitude to succeed at any college in the country. And I could GAF whether you approve or not. Because it is not your call. Maybe you should worry less about my kid, and Focus on your own children.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:PS- I bet it kills you OP to know that my kid had a 216 selection index on his sophomore PSAT, taken in a small group setting with extended time. That would have qualified him as National Merit Commended Scholar. If he improves by about 3 questions this year, with accommodations, he will be a NMSF.

And you can suck it up. This kid is brilliant, and works harder than his very hard working peers for the same or lower grades.

Brilliant, but low processing speed. There's no way he should get NMSF. He can be recognized in other ways for his brilliance.

Low processing speed is a classic ADHD marker. And whether he gets NMSF or not is not call to make. And looking at the psychoeducational testing, and with TJ’s recommendation, the college board decided to go be him time and a half on the PSAT, SAT and APs. So he will take his extended time and be recognized as national merit commended or NMSF. And if you think ADHD kids working at a super high academic level at TJ have it easy, you are way off base. He has the aptitude to succeed at TJ, and he has the aptitude to succeed at any college in the country. And I could GAF whether you approve or not. Because it is not your call. Maybe you should worry less about my kid, and Focus on your own children.

Then you should have no problem if every kid also get the same time extension.....

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:



No, the SAT and ACT literally measure processing speed and working memory, in part. That is why they are *timed.* Your child may have many strengths, but processing speed is not one of them. It would be much better that he focuses on a college and major that does not prioritize processing speed metrics, than that he circumvent timed tests. That would be a better fit for him.

what college would that be exactly? Almost all colleges from whom a degree means something require one of these tests. As long as that remains the case, accommodations on these tests is necessary.

And meanwhile, scores on SAT and ACT are extremely poor predictors of success in college, but colleges largely don't ditch them because their standing and income is dependent upon students' SAT and ACT scores.

They are excellent predictors of grades. And coupled with a kids’ grades they show if a kid has learned a lot and gotten a good education.
Just because your kid can’t do well on the tests is not a valid reason to trash them.
The test should be telling you and your child that maybe he should pick exercise science as a major instead of engineering, say.
Great so my technical magnet child who is great at math and CS (but needs extra time on tests and projects), needs to study what? Drawing? Music? Dancing? Sorry, he is really bad in those areas.

He should study math and hopefully he’s good enough at it to go far with it. Upper level math is NOT TIMED in the least. Big thinkers take years and years to think of solutions to problems that haven’t been solved yet.
Or entrepreneurship?

Honestly, if he's so good at math and upper level math doesn't have timing restrictions ... great, go on and shine! Why do you then need to have a whole raft of unfair testing accommodations otherwise for the things you aren't good at? Not everyone excels at everything. That's what bothers me about all of this, the focus on TESTS and outcomes.

This.
Why is it necessary to have a “level playing field” where everyone appears to excel in everything when everyone actually has varied strengths and weaknesses that will help them excel in certain careees and cause undue stress in others.

I was diagnosed with a few very specific learning difficulties as a preteen. I have issues with spatial relations and auditory processing. Math was a struggle, as were a lot of other things. I did not have any accomodation in school or college or on standardized testing. I scored a manageable 1180 on the SAT and graduated college with a 3.2. I chose a career in social services and I’m absolutely indistinguishable from my colleagues. If I had insisted on becoming an engineer, I would have needed accomodations.

Because tests that focus on a narrow area of skill are used to gatekeep access to many other things. In the time before accommodations it was incredibly common for students who would have been very successful in careers requiring a degree to just never have the opportunity to get one. For a period of time in the IT arena it was entirely possible to work around the lack of degree and still have the same career trajectory, but now even that is coming to an end because it's so hard to even get your foot in the door without a degree. My DH was able to do it via the military and being good enough at what he does that employers were knocking down his door when he got out, but it's a much harder path.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:If anyone was curious about what disability accommodations look like specifically from Pomona: https://www.pomona.edu/accessibility/student-accessibility/accommodation-services

Test-Taking Accommodations
50% or 100% additional time on traditional tests
Quiet location for testing
Computer test reader
Dragon Naturally Speaking as a test writing resource
Use of computer to type essay exams
Assistive technology for exams or for course work
Spelling and punctuation considerations on exams
Classroom Accommodations
Notes or course notes
Permission to record the course lecture
Preferential seating
Course handouts in an enlarged font
Course handouts in an electronic format
Use of service animal in the classroom
Assistive technology in classroom

Mobility Accommodations
Relocating classrooms, lab, field trips and living spaces in accessible locations.
Pomona Medical Supply will provide carts and mobility devices.
Foreign Language Exemption
All exemptions are processed through the Academic Procedure Committee. Contact the Associate Dean of Students to assist with this process.

Emotional Support Animals
To obtain permission to have an emotional support animal on campus, review the pets in residence hall policy and have the medical professional complete the emotional support animal application form. Once that is completed, contact the Dean of Students Office to secure permission to have an emotional support animal on campus.

Housing Accommodations
Please contact the Dean of Students Office to secure permission to have an air conditioner or single room.

Here is the form students fill out: https://www.pomona.edu/sites/default/files/disability-request-for-services.pdf and the one professionals do: https://www.pomona.edu/sites/default/files/disability-documentation-form.pdf

I find it strange that the student form asks- "What accommodations do you need?" Shouldn't this be to the judgement of the professional solely? If the student form is the primary way accommodations are assigned, the potential for abuse is significant.

A further look at "tips for accommodations" gives far too much leverage, IMO, for students to create accommodations as they WANT rather than as they NEED (or as is reasonable). https://www.pomona.edu/accessibility/student-accessibility/accommodation-services/how-make-most-your-academic-accommodations

Pomona's Common Data Set states that 94% of entering students ranked in the top 10% of their high school class. Their profile states 27% of enrolled students ranked valedictorian. Pomona seems to bend over backwards to accommodate students that I could not imagine happening at any high school. Those students clearly thrived academically- most without needing accommodations in the first place. They're not suddenly going to come into college unable to handle the lifestyle or workload. The reality is that Pomona needs to take a long hard look on the ease which it allows accommodations and ensure that the students who genuinely need them are getting the bulk of the resources.

The free "market" will sort all this out by declining to hire Pomona grads, then smart students and their parents will revolt and demand standards. Smart students won't allow the devaluation of their hard won credential (the diploma) by the allowance of practices (e.g. excessive accommodation) that are not respected by prospective employers. The same problem afflicts POC who are the beneficiaries of affirmative action - people rationally question whether a POC doctor is capable or a beneficiary of "special accommodations". Of course there are many capable and even brilliant POC doctors (e.g. Ben Carson) but their achievement is called into question by the practices of affirmative action. Meet the standard, don't lower it.

Or they will do just fine. I don't think you're getting it. People who need accommodations in college often succeed very well in their careers and needing accommodations isn't reflective of intellect. In fact, those that have to work harder to do as well as their peers in school often do better when they're no longer being judged in such an artificial environment.

What you say was true in the past. But it does not grapple with the fact that it's facially ridiculous that a full 20% of kids in a well-to-to Chicago suburb are somehow so disabled as to need ACT accommodations.

+1 With this generation, parents don't want to accept that perhaps their child is not "college material." They'll medicate them, provide extensive private tutoring, pay for assistance in writing their essays, etc. ANYTHING to be sure their child is college bound.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:PS- I bet it kills you OP to know that my kid had a 216 selection index on his sophomore PSAT, taken in a small group setting with extended time. That would have qualified him as National Merit Commended Scholar. If he improves by about 3 questions this year, with accommodations, he will be a NMSF.

And you can suck it up. This kid is brilliant, and works harder than his very hard working peers for the same or lower grades.

Brilliant, but low processing speed. There's no way he should get NMSF. He can be recognized in other ways for his brilliance.

Low processing speed is a classic ADHD marker. And whether he gets NMSF or not is not call to make. And looking at the psychoeducational testing, and with TJ’s recommendation, the college board decided to go be him time and a half on the PSAT, SAT and APs. So he will take his extended time and be recognized as national merit commended or NMSF. And if you think ADHD kids working at a super high academic level at TJ have it easy, you are way off base. He has the aptitude to succeed at TJ, and he has the aptitude to succeed at any college in the country. And I could GAF whether you approve or not. Because it is not your call. Maybe you should worry less about my kid, and Focus on your own children.

Then you should have no problem if every kid also get the same time extension.....

Then they will add material to fill the alloted time and there will still be the differential required to access needed accommodations. I'm sorry you disagree with it, but kids without disabilities don't have a big difference in scores from receiving extra time.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:You are exactly right.

The other responders are in fact ignorant, and lucky that they have not had to learn the hard way that these disabilities are real (despite the fact that they are invisible).

Careful snarky posters, karma might be real...

I don't think people mind when the disabilities are real. They do mind that there is abuse of the system.

They don't mind when a blind person has a guide dog or someone with PTSD from service in Afghanistan has emotional support dog.

They do mind when someone spends $50 for a fake emotional support certificate to take their pet ferret (or camel) on the plane https://www.youtube.com/watch?v=bz8bqJaKeKk

or rich parents spending thousands for a fake diagnosis so that their kid gets extra time on the SATs https://www.thedailybeast.com/faking-adhd-gets-you-into-harvard

or college students fake ADHD to get Adderall. https://www.psychologytoday.com/us/blog/mouse-man/201007/new-study-claims-it-is-easy-fake-adhd

As long as these things are allowed to occur, it undermines the case of people with real needs.

Except in this thread we have people telling those with disabled to go find their "niche" [that isn't in college]. We have lots of shaming language directed towards anyone who uses and accommodation, including calling them disgraceful. Your starting assumption is that you should be arbiter of what constitutes a "real" disability.

You want to focus on abuse of the system yet until very recently people with very disabilities were unable to get reasonable accommodations. Children with learning disabilities are still left unidentified and failed out of school. Children with identified learning disabilities are still not provided with scientifically backed learning methods and then called "lazy" or a "behavioral problem" when they still don't catch up when provided with more of the same methods that don't work. You only care about abuse of the system because it doesn't affect you at all that bright kids with a lot of potential are short changed. Personally, I'm delighted to know a pair of brothers with ADHD and dyslexia who are doing great in the engineering program at their chosen university. What's even more marvelous for me is out confident they are in themselves that they can talk about their challenges and how they overcome them without the shame people like you want to place on them.

Guess what. I have a child with a legitimate IEP, and I think that inflated disability claims do NOTHING to help him. It only makes people more skeptical of disability rights in general.

Guess what. Most of the posters here don't think your child's IEP is legitimate and that s/he doesn't belong in college.

How many posters here want the person operating on their DC to have poor working memory? I wouldn't.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:If anyone was curious about what disability accommodations look like specifically from Pomona: https://www.pomona.edu/accessibility/student-accessibility/accommodation-services

Test-Taking Accommodations
50% or 100% additional time on traditional tests
Quiet location for testing
Computer test reader
Dragon Naturally Speaking as a test writing resource
Use of computer to type essay exams
Assistive technology for exams or for course work
Spelling and punctuation considerations on exams
Classroom Accommodations
Notes or course notes
Permission to record the course lecture
Preferential seating
Course handouts in an enlarged font
Course handouts in an electronic format
Use of service animal in the classroom
Assistive technology in classroom

Mobility Accommodations
Relocating classrooms, lab, field trips and living spaces in accessible locations.
Pomona Medical Supply will provide carts and mobility devices.
Foreign Language Exemption
All exemptions are processed through the Academic Procedure Committee. Contact the Associate Dean of Students to assist with this process.

Emotional Support Animals
To obtain permission to have an emotional support animal on campus, review the pets in residence hall policy and have the medical professional complete the emotional support animal application form. Once that is completed, contact the Dean of Students Office to secure permission to have an emotional support animal on campus.

Housing Accommodations
Please contact the Dean of Students Office to secure permission to have an air conditioner or single room.

Here is the form students fill out: https://www.pomona.edu/sites/default/files/disability-request-for-services.pdf and the one professionals do: https://www.pomona.edu/sites/default/files/disability-documentation-form.pdf

I find it strange that the student form asks- "What accommodations do you need?" Shouldn't this be to the judgement of the professional solely? If the student form is the primary way accommodations are assigned, the potential for abuse is significant.

A further look at "tips for accommodations" gives far too much leverage, IMO, for students to create accommodations as they WANT rather than as they NEED (or as is reasonable). https://www.pomona.edu/accessibility/student-accessibility/accommodation-services/how-make-most-your-academic-accommodations

Pomona's Common Data Set states that 94% of entering students ranked in the top 10% of their high school class. Their profile states 27% of enrolled students ranked valedictorian. Pomona seems to bend over backwards to accommodate students that I could not imagine happening at any high school. Those students clearly thrived academically- most without needing accommodations in the first place. They're not suddenly going to come into college unable to handle the lifestyle or workload. The reality is that Pomona needs to take a long hard look on the ease which it allows accommodations and ensure that the students who genuinely need them are getting the bulk of the resources.

The free "market" will sort all this out by declining to hire Pomona grads, then smart students and their parents will revolt and demand standards. Smart students won't allow the devaluation of their hard won credential (the diploma) by the allowance of practices (e.g. excessive accommodation) that are not respected by prospective employers. The same problem afflicts POC who are the beneficiaries of affirmative action - people rationally question whether a POC doctor is capable or a beneficiary of "special accommodations". Of course there are many capable and even brilliant POC doctors (e.g. Ben Carson) but their achievement is called into question by the practices of affirmative action. Meet the standard, don't lower it.

Or they will do just fine. I don't think you're getting it. People who need accommodations in college often succeed very well in their careers and needing accommodations isn't reflective of intellect. In fact, those that have to work harder to do as well as their peers in school often do better when they're no longer being judged in such an artificial environment.

What you say was true in the past. But it does not grapple with the fact that it's facially ridiculous that a full 20% of kids in a well-to-to Chicago suburb are somehow so disabled as to need ACT accommodations.

+1 With this generation, parents don't want to accept that perhaps their child is not "college material." They'll medicate them, provide extensive private tutoring, pay for assistance in writing their essays, etc. ANYTHING to be sure their child is college bound.

Yep. Once my son was diagnosed with dyslexia, we located an accredited language therapist and paid over a grand per month for tutoring. He gained 2 years on his reading level in 10 months and is now on grade level. Since she also works with him on composition and test taking, his skills in those areas are ahead of his peers. He puts in far more work that other kids in his grade and is advanced in science, math, and social studies. Since he also has ADHD, I expect in MS or HS I will hire a coach to help him learn organizational and study strategies to compensate. He deserves every bit of what he accomplishes and I'm not apologetic at all.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:If anyone was curious about what disability accommodations look like specifically from Pomona: https://www.pomona.edu/accessibility/student-accessibility/accommodation-services

Test-Taking Accommodations
50% or 100% additional time on traditional tests
Quiet location for testing
Computer test reader
Dragon Naturally Speaking as a test writing resource
Use of computer to type essay exams
Assistive technology for exams or for course work
Spelling and punctuation considerations on exams
Classroom Accommodations
Notes or course notes
Permission to record the course lecture
Preferential seating
Course handouts in an enlarged font
Course handouts in an electronic format
Use of service animal in the classroom
Assistive technology in classroom

Mobility Accommodations
Relocating classrooms, lab, field trips and living spaces in accessible locations.
Pomona Medical Supply will provide carts and mobility devices.
Foreign Language Exemption
All exemptions are processed through the Academic Procedure Committee. Contact the Associate Dean of Students to assist with this process.

Emotional Support Animals
To obtain permission to have an emotional support animal on campus, review the pets in residence hall policy and have the medical professional complete the emotional support animal application form. Once that is completed, contact the Dean of Students Office to secure permission to have an emotional support animal on campus.

Housing Accommodations
Please contact the Dean of Students Office to secure permission to have an air conditioner or single room.

Here is the form students fill out: https://www.pomona.edu/sites/default/files/disability-request-for-services.pdf and the one professionals do: https://www.pomona.edu/sites/default/files/disability-documentation-form.pdf

I find it strange that the student form asks- "What accommodations do you need?" Shouldn't this be to the judgement of the professional solely? If the student form is the primary way accommodations are assigned, the potential for abuse is significant.

A further look at "tips for accommodations" gives far too much leverage, IMO, for students to create accommodations as they WANT rather than as they NEED (or as is reasonable). https://www.pomona.edu/accessibility/student-accessibility/accommodation-services/how-make-most-your-academic-accommodations

Pomona's Common Data Set states that 94% of entering students ranked in the top 10% of their high school class. Their profile states 27% of enrolled students ranked valedictorian. Pomona seems to bend over backwards to accommodate students that I could not imagine happening at any high school. Those students clearly thrived academically- most without needing accommodations in the first place. They're not suddenly going to come into college unable to handle the lifestyle or workload. The reality is that Pomona needs to take a long hard look on the ease which it allows accommodations and ensure that the students who genuinely need them are getting the bulk of the resources.

The free "market" will sort all this out by declining to hire Pomona grads, then smart students and their parents will revolt and demand standards. Smart students won't allow the devaluation of their hard won credential (the diploma) by the allowance of practices (e.g. excessive accommodation) that are not respected by prospective employers. The same problem afflicts POC who are the beneficiaries of affirmative action - people rationally question whether a POC doctor is capable or a beneficiary of "special accommodations". Of course there are many capable and even brilliant POC doctors (e.g. Ben Carson) but their achievement is called into question by the practices of affirmative action. Meet the standard, don't lower it.

Or they will do just fine. I don't think you're getting it. People who need accommodations in college often succeed very well in their careers and needing accommodations isn't reflective of intellect. In fact, those that have to work harder to do as well as their peers in school often do better when they're no longer being judged in such an artificial environment.

What you say was true in the past. But it does not grapple with the fact that it's facially ridiculous that a full 20% of kids in a well-to-to Chicago suburb are somehow so disabled as to need ACT accommodations.

+1 With this generation, parents don't want to accept that perhaps their child is not "college material." They'll medicate them, provide extensive private tutoring, pay for assistance in writing their essays, etc. ANYTHING to be sure their child is college bound.

Yep. Once my son was diagnosed with dyslexia, we located an accredited language therapist and paid over a grand per month for tutoring. He gained 2 years on his reading level in 10 months and is now on grade level. Since she also works with him on composition and test taking, his skills in those areas are ahead of his peers. He puts in far more work that other kids in his grade and is advanced in science, math, and social studies. Since he also has ADHD, I expect in MS or HS I will hire a coach to help him learn organizational and study strategies to compensate. He deserves every bit of what he accomplishes and I'm not apologetic at all.

PP here. And you shouldn't be apologetic. I'd do the same, but it does skew the numbers. I think they should extend the time for the SAT, ACT, GRE, LSAT, MCAT, etc for everyone.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:PS- I bet it kills you OP to know that my kid had a 216 selection index on his sophomore PSAT, taken in a small group setting with extended time. That would have qualified him as National Merit Commended Scholar. If he improves by about 3 questions this year, with accommodations, he will be a NMSF.

And you can suck it up. This kid is brilliant, and works harder than his very hard working peers for the same or lower grades.

Brilliant, but low processing speed. There's no way he should get NMSF. He can be recognized in other ways for his brilliance.

Low processing speed is a classic ADHD marker. And whether he gets NMSF or not is not call to make. And looking at the psychoeducational testing, and with TJ’s recommendation, the college board decided to go be him time and a half on the PSAT, SAT and APs. So he will take his extended time and be recognized as national merit commended or NMSF. And if you think ADHD kids working at a super high academic level at TJ have it easy, you are way off base. He has the aptitude to succeed at TJ, and he has the aptitude to succeed at any college in the country. And I could GAF whether you approve or not. Because it is not your call. Maybe you should worry less about my kid, and Focus on your own children.

Sorry, but if he's getting extended time he doesn't measure up. It will catch up with him when he can't compete without benefits.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:You are exactly right.

The other responders are in fact ignorant, and lucky that they have not had to learn the hard way that these disabilities are real (despite the fact that they are invisible).

Careful snarky posters, karma might be real...

I don't think people mind when the disabilities are real. They do mind that there is abuse of the system.

They don't mind when a blind person has a guide dog or someone with PTSD from service in Afghanistan has emotional support dog.

They do mind when someone spends $50 for a fake emotional support certificate to take their pet ferret (or camel) on the plane https://www.youtube.com/watch?v=bz8bqJaKeKk

or rich parents spending thousands for a fake diagnosis so that their kid gets extra time on the SATs https://www.thedailybeast.com/faking-adhd-gets-you-into-harvard

or college students fake ADHD to get Adderall. https://www.psychologytoday.com/us/blog/mouse-man/201007/new-study-claims-it-is-easy-fake-adhd

As long as these things are allowed to occur, it undermines the case of people with real needs.

Except in this thread we have people telling those with disabled to go find their "niche" [that isn't in college]. We have lots of shaming language directed towards anyone who uses and accommodation, including calling them disgraceful. Your starting assumption is that you should be arbiter of what constitutes a "real" disability.

You want to focus on abuse of the system yet until very recently people with very disabilities were unable to get reasonable accommodations. Children with learning disabilities are still left unidentified and failed out of school. Children with identified learning disabilities are still not provided with scientifically backed learning methods and then called "lazy" or a "behavioral problem" when they still don't catch up when provided with more of the same methods that don't work. You only care about abuse of the system because it doesn't affect you at all that bright kids with a lot of potential are short changed. Personally, I'm delighted to know a pair of brothers with ADHD and dyslexia who are doing great in the engineering program at their chosen university. What's even more marvelous for me is out confident they are in themselves that they can talk about their challenges and how they overcome them without the shame people like you want to place on them.

Guess what. I have a child with a legitimate IEP, and I think that inflated disability claims do NOTHING to help him. It only makes people more skeptical of disability rights in general.

Guess what. Most of the posters here don't think your child's IEP is legitimate and that s/he doesn't belong in college.

How many posters here want the person operating on their DC to have poor working memory? I wouldn't.

This! And how many of you want to lose the client because someone you manage needs extra time. The real world bites, folks