Teacher not following accommodations

[Anonymous]

Anonymous wrote:I think extended time should only be given to students with processing deficits. Not everyone with ADHD has that issue but they are entitled to extra time.

What is wrong with giving everyone plenty of time if time is not an issue?

I think that is kind of unreasonable. You want more work and time on the part of the teacher for your child. Do you have any idea how hard it is to get everything done?

[Anonymous]

Anonymous wrote:Honestly, kids get accommodations and IEPs because they are needed ( and I know now 5 people will say they know someone who made up adhd and gets extra time). It’s really a systemic school system issue which again goes back to funding and proper staffing and even lack of appropriate instruction at early ages for a lot of kids. It’s so pointless to say kids shouldn’t get this or that. There is a tremendously difficult process needed to get an IEP, please don’t blame these kids for their needs. Yes the entire system is messed up, why don’t we work on it as a whole instead of segregating kids even more.

DP. A 504 isn't hard to get and often includes extra time.

[Anonymous]

Anonymous wrote:I had extended test time in school and didn’t cheat. I saw it as a privilege that could be lost if I cheated or would screw it up for other kids if I cheated. I also didn’t need to cheat to do well but my parents were fine with C’s and B’s as long as I was trying my hardest. Maybe it was the lack of pressure to be an A student.

I remember one test in college where I took the test in my Profs office and thought that it was open book. A classmate told me that it wasn’t open book so I told the Prof I had taken it open book and offered to take a different test or accept an F.

My point, some kids cheat with or without accommodations. Most kids are honest. The students who are frustrated with a kid with accommodations who is cheating are probably aware that there are kids without accommodations who are cheating as well. There is nothing that a teacher can do if a student is cheating and not caught.

You are out of touch. That's not true anymore. At all.

[Anonymous]

Anonymous wrote:I think extended time should only be given to students with processing deficits. Not everyone with ADHD has that issue but they are entitled to extra time.

That’s not true. My kid has ADHD and does not have an accommodation for extended time. It’s not needed. He rushes through tests and turns them in too quickly. He needs prompts to check his work and clarification of directions. Extended time would not be appropriate and it’s never been given. ADHD does not automatically mean extended time.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Honestly, kids get accommodations and IEPs because they are needed ( and I know now 5 people will say they know someone who made up adhd and gets extra time). It’s really a systemic school system issue which again goes back to funding and proper staffing and even lack of appropriate instruction at early ages for a lot of kids. It’s so pointless to say kids shouldn’t get this or that. There is a tremendously difficult process needed to get an IEP, please don’t blame these kids for their needs. Yes the entire system is messed up, why don’t we work on it as a whole instead of segregating kids even more.

They should get support to learn info but it’s extremely unfair that it is then compared as apples to apples with the kids not getting those supports.

Is the root issue here, if you have two kids, one gets 50 percent more time, and both are taking an advanced government class, is your concern they look the same to colleges? Is this really a college admissions issue for most parents?
Now is it any different in your mind if a dyslexic kid with an IEP gets audio delivery of material? Is that unfair too? Or someone with a math disability using a calculator?I’m trying understand the concern, truly.

Yes re: college. The kids needing supports are not really doing the same thing. Out of the examples no issues with audio delivery for dyslexia as I find it hard to see that as an advantage over fluent readers but having more time and a calculator are huge advantages over kids accessing the curriculum the normal way.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Honestly, kids get accommodations and IEPs because they are needed ( and I know now 5 people will say they know someone who made up adhd and gets extra time). It’s really a systemic school system issue which again goes back to funding and proper staffing and even lack of appropriate instruction at early ages for a lot of kids. It’s so pointless to say kids shouldn’t get this or that. There is a tremendously difficult process needed to get an IEP, please don’t blame these kids for their needs. Yes the entire system is messed up, why don’t we work on it as a whole instead of segregating kids even more.

They should get support to learn info but it’s extremely unfair that it is then compared as apples to apples with the kids not getting those supports.

Is the root issue here, if you have two kids, one gets 50 percent more time, and both are taking an advanced government class, is your concern they look the same to colleges? Is this really a college admissions issue for most parents?
Now is it any different in your mind if a dyslexic kid with an IEP gets audio delivery of material? Is that unfair too? Or someone with a math disability using a calculator?I’m trying understand the concern, truly.

Yes re: college. The kids needing supports are not really doing the same thing. Out of the examples no issues with audio delivery for dyslexia as I find it hard to see that as an advantage over fluent readers but having more time and a calculator are huge advantages over kids accessing the curriculum the normal way.

This is in incorrect way to think about any accommodations. They do not provide “advantages.” They simply level the playing field so that those with disabilities can also access the curriculum. Your kid doesn’t have a disability.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Honestly, kids get accommodations and IEPs because they are needed ( and I know now 5 people will say they know someone who made up adhd and gets extra time). It’s really a systemic school system issue which again goes back to funding and proper staffing and even lack of appropriate instruction at early ages for a lot of kids. It’s so pointless to say kids shouldn’t get this or that. There is a tremendously difficult process needed to get an IEP, please don’t blame these kids for their needs. Yes the entire system is messed up, why don’t we work on it as a whole instead of segregating kids even more.

They should get support to learn info but it’s extremely unfair that it is then compared as apples to apples with the kids not getting those supports.

Is the root issue here, if you have two kids, one gets 50 percent more time, and both are taking an advanced government class, is your concern they look the same to colleges? Is this really a college admissions issue for most parents?
Now is it any different in your mind if a dyslexic kid with an IEP gets audio delivery of material? Is that unfair too? Or someone with a math disability using a calculator?I’m trying understand the concern, truly.

Yes re: college. The kids needing supports are not really doing the same thing. Out of the examples no issues with audio delivery for dyslexia as I find it hard to see that as an advantage over fluent readers but having more time and a calculator are huge advantages over kids accessing the curriculum the normal way.

This is in incorrect way to think about any accommodations. They do not provide “advantages.” They simply level the playing field so that those with disabilities can also access the curriculum. Your kid doesn’t have a disability.

Having a calculator for a math class - especially an arithmetic class - is not "leveling the playing field" - it provides an advantage.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Honestly, kids get accommodations and IEPs because they are needed ( and I know now 5 people will say they know someone who made up adhd and gets extra time). It’s really a systemic school system issue which again goes back to funding and proper staffing and even lack of appropriate instruction at early ages for a lot of kids. It’s so pointless to say kids shouldn’t get this or that. There is a tremendously difficult process needed to get an IEP, please don’t blame these kids for their needs. Yes the entire system is messed up, why don’t we work on it as a whole instead of segregating kids even more.

They should get support to learn info but it’s extremely unfair that it is then compared as apples to apples with the kids not getting those supports.

Is the root issue here, if you have two kids, one gets 50 percent more time, and both are taking an advanced government class, is your concern they look the same to colleges? Is this really a college admissions issue for most parents?
Now is it any different in your mind if a dyslexic kid with an IEP gets audio delivery of material? Is that unfair too? Or someone with a math disability using a calculator?I’m trying understand the concern, truly.

Yes re: college. The kids needing supports are not really doing the same thing. Out of the examples no issues with audio delivery for dyslexia as I find it hard to see that as an advantage over fluent readers but having more time and a calculator are huge advantages over kids accessing the curriculum the normal way.

This is in incorrect way to think about any accommodations. They do not provide “advantages.” They simply level the playing field so that those with disabilities can also access the curriculum. Your kid doesn’t have a disability.

Having a calculator for a math class - especially an arithmetic class - is not "leveling the playing field" - it provides an advantage.

There is no such thing as an arithmetic class. You don’t know the reasons or in what circumstances calculators are allowed for the kids. Often times, calculators are allowed for all. There aren’t any assessments that are strictly arithmetic. Mostly concept based.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Honestly, kids get accommodations and IEPs because they are needed ( and I know now 5 people will say they know someone who made up adhd and gets extra time). It’s really a systemic school system issue which again goes back to funding and proper staffing and even lack of appropriate instruction at early ages for a lot of kids. It’s so pointless to say kids shouldn’t get this or that. There is a tremendously difficult process needed to get an IEP, please don’t blame these kids for their needs. Yes the entire system is messed up, why don’t we work on it as a whole instead of segregating kids even more.

They should get support to learn info but it’s extremely unfair that it is then compared as apples to apples with the kids not getting those supports.

Is the root issue here, if you have two kids, one gets 50 percent more time, and both are taking an advanced government class, is your concern they look the same to colleges? Is this really a college admissions issue for most parents?
Now is it any different in your mind if a dyslexic kid with an IEP gets audio delivery of material? Is that unfair too? Or someone with a math disability using a calculator?I’m trying understand the concern, truly.

Yes re: college. The kids needing supports are not really doing the same thing. Out of the examples no issues with audio delivery for dyslexia as I find it hard to see that as an advantage over fluent readers but having more time and a calculator are huge advantages over kids accessing the curriculum the normal way.

This is in incorrect way to think about any accommodations. They do not provide “advantages.” They simply level the playing field so that those with disabilities can also access the curriculum. Your kid doesn’t have a disability.

Of course they are advantages. The fact that a child with disabilities cannot do as well without them does not mean they are not advantages. Steps like the reading aloud are things that are not an advantage as it does not give assistance that a child with typical abilities would want / need. But more time and a calculator because it takes a child longer to process information - yea of course it is a leg up vs kids that don’t have access to those same tools. If it doesn’t matter then give it to all the kids - that’s an even playing field.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Honestly, kids get accommodations and IEPs because they are needed ( and I know now 5 people will say they know someone who made up adhd and gets extra time). It’s really a systemic school system issue which again goes back to funding and proper staffing and even lack of appropriate instruction at early ages for a lot of kids. It’s so pointless to say kids shouldn’t get this or that. There is a tremendously difficult process needed to get an IEP, please don’t blame these kids for their needs. Yes the entire system is messed up, why don’t we work on it as a whole instead of segregating kids even more.

They should get support to learn info but it’s extremely unfair that it is then compared as apples to apples with the kids not getting those supports.

Is the root issue here, if you have two kids, one gets 50 percent more time, and both are taking an advanced government class, is your concern they look the same to colleges? Is this really a college admissions issue for most parents?
Now is it any different in your mind if a dyslexic kid with an IEP gets audio delivery of material? Is that unfair too? Or someone with a math disability using a calculator?I’m trying understand the concern, truly.

Yes re: college. The kids needing supports are not really doing the same thing. Out of the examples no issues with audio delivery for dyslexia as I find it hard to see that as an advantage over fluent readers but having more time and a calculator are huge advantages over kids accessing the curriculum the normal way.

This is in incorrect way to think about any accommodations. They do not provide “advantages.” They simply level the playing field so that those with disabilities can also access the curriculum. Your kid doesn’t have a disability.

Having a calculator for a math class - especially an arithmetic class - is not "leveling the playing field" - it provides an advantage.

There is no such thing as an arithmetic class. You don’t know the reasons or in what circumstances calculators are allowed for the kids. Often times, calculators are allowed for all. There aren’t any assessments that are strictly arithmetic. Mostly concept based.

Concept-based, no? The majority of math test would like you to find a numeric answer.

[Anonymous]

Anonymous wrote:Sue them for free private school and get the teacher fired

LOL. Not happening.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Honestly, kids get accommodations and IEPs because they are needed ( and I know now 5 people will say they know someone who made up adhd and gets extra time). It’s really a systemic school system issue which again goes back to funding and proper staffing and even lack of appropriate instruction at early ages for a lot of kids. It’s so pointless to say kids shouldn’t get this or that. There is a tremendously difficult process needed to get an IEP, please don’t blame these kids for their needs. Yes the entire system is messed up, why don’t we work on it as a whole instead of segregating kids even more.

They should get support to learn info but it’s extremely unfair that it is then compared as apples to apples with the kids not getting those supports.

Is the root issue here, if you have two kids, one gets 50 percent more time, and both are taking an advanced government class, is your concern they look the same to colleges? Is this really a college admissions issue for most parents?
Now is it any different in your mind if a dyslexic kid with an IEP gets audio delivery of material? Is that unfair too? Or someone with a math disability using a calculator?I’m trying understand the concern, truly.

Yes re: college. The kids needing supports are not really doing the same thing. Out of the examples no issues with audio delivery for dyslexia as I find it hard to see that as an advantage over fluent readers but having more time and a calculator are huge advantages over kids accessing the curriculum the normal way.

This is in incorrect way to think about any accommodations. They do not provide “advantages.” They simply level the playing field so that those with disabilities can also access the curriculum. Your kid doesn’t have a disability.

Having a calculator for a math class - especially an arithmetic class - is not "leveling the playing field" - it provides an advantage.

There is no such thing as an arithmetic class. You don’t know the reasons or in what circumstances calculators are allowed for the kids. Often times, calculators are allowed for all. There aren’t any assessments that are strictly arithmetic. Mostly concept based.

Concept-based, no? The majority of math test would like you to find a numeric answer.

You’re not getting it. Here’s an example. You can show you understand the concept of area because you multiply length by width. It doesn’t matter if you use a calculator to get the numerical answer. You still understand the concept of area.

It works like this for a lot of advanced math as well. Calculators are actually encouraged in lots of situations in math. They don’t want kids wasting time on thinks like long division in upper level math.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Honestly, kids get accommodations and IEPs because they are needed ( and I know now 5 people will say they know someone who made up adhd and gets extra time). It’s really a systemic school system issue which again goes back to funding and proper staffing and even lack of appropriate instruction at early ages for a lot of kids. It’s so pointless to say kids shouldn’t get this or that. There is a tremendously difficult process needed to get an IEP, please don’t blame these kids for their needs. Yes the entire system is messed up, why don’t we work on it as a whole instead of segregating kids even more.

They should get support to learn info but it’s extremely unfair that it is then compared as apples to apples with the kids not getting those supports.

Is the root issue here, if you have two kids, one gets 50 percent more time, and both are taking an advanced government class, is your concern they look the same to colleges? Is this really a college admissions issue for most parents?
Now is it any different in your mind if a dyslexic kid with an IEP gets audio delivery of material? Is that unfair too? Or someone with a math disability using a calculator?I’m trying understand the concern, truly.

Yes re: college. The kids needing supports are not really doing the same thing. Out of the examples no issues with audio delivery for dyslexia as I find it hard to see that as an advantage over fluent readers but having more time and a calculator are huge advantages over kids accessing the curriculum the normal way.

This is in incorrect way to think about any accommodations. They do not provide “advantages.” They simply level the playing field so that those with disabilities can also access the curriculum. Your kid doesn’t have a disability.

Having a calculator for a math class - especially an arithmetic class - is not "leveling the playing field" - it provides an advantage.

There is no such thing as an arithmetic class. You don’t know the reasons or in what circumstances calculators are allowed for the kids. Often times, calculators are allowed for all. There aren’t any assessments that are strictly arithmetic. Mostly concept based.

Concept-based, no? The majority of math test would like you to find a numeric answer.

You’re not getting it. Here’s an example. You can show you understand the concept of area because you multiply length by width. It doesn’t matter if you use a calculator to get the numerical answer. You still understand the concept of area.

It works like this for a lot of advanced math as well. Calculators are actually encouraged in lots of situations in math. They don’t want kids wasting time on thinks like long division in upper level math.

I would tend to agree about letting kids use calculators for algebra and later math classes. By that time, if they can't do the arithmetic but understand the upper math concepts, it's time to let them have a calculator so they can access the math. But I don't think it's appropriate to let them have calculators while they are supposed to be learning and using arithmetic - too many are skating by with calculators and thus missing the opportunity to learn basic arithmetic skills.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Honestly, kids get accommodations and IEPs because they are needed ( and I know now 5 people will say they know someone who made up adhd and gets extra time). It’s really a systemic school system issue which again goes back to funding and proper staffing and even lack of appropriate instruction at early ages for a lot of kids. It’s so pointless to say kids shouldn’t get this or that. There is a tremendously difficult process needed to get an IEP, please don’t blame these kids for their needs. Yes the entire system is messed up, why don’t we work on it as a whole instead of segregating kids even more.

They should get support to learn info but it’s extremely unfair that it is then compared as apples to apples with the kids not getting those supports.

Is the root issue here, if you have two kids, one gets 50 percent more time, and both are taking an advanced government class, is your concern they look the same to colleges? Is this really a college admissions issue for most parents?
Now is it any different in your mind if a dyslexic kid with an IEP gets audio delivery of material? Is that unfair too? Or someone with a math disability using a calculator?I’m trying understand the concern, truly.

Yes re: college. The kids needing supports are not really doing the same thing. Out of the examples no issues with audio delivery for dyslexia as I find it hard to see that as an advantage over fluent readers but having more time and a calculator are huge advantages over kids accessing the curriculum the normal way.

This is in incorrect way to think about any accommodations. They do not provide “advantages.” They simply level the playing field so that those with disabilities can also access the curriculum. Your kid doesn’t have a disability.

Having a calculator for a math class - especially an arithmetic class - is not "leveling the playing field" - it provides an advantage.

There is no such thing as an arithmetic class. You don’t know the reasons or in what circumstances calculators are allowed for the kids. Often times, calculators are allowed for all. There aren’t any assessments that are strictly arithmetic. Mostly concept based.

Concept-based, no? The majority of math test would like you to find a numeric answer.

You’re not getting it. Here’s an example. You can show you understand the concept of area because you multiply length by width. It doesn’t matter if you use a calculator to get the numerical answer. You still understand the concept of area.

It works like this for a lot of advanced math as well. Calculators are actually encouraged in lots of situations in math. They don’t want kids wasting time on thinks like long division in upper level math.

I would tend to agree about letting kids use calculators for algebra and later math classes. By that time, if they can't do the arithmetic but understand the upper math concepts, it's time to let them have a calculator so they can access the math. But I don't think it's appropriate to let them have calculators while they are supposed to be learning and using arithmetic - too many are skating by with calculators and thus missing the opportunity to learn basic arithmetic skills.

The number of 4-6th graders that don’t know their math facts (to 12) amazes me every year.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Honestly, kids get accommodations and IEPs because they are needed ( and I know now 5 people will say they know someone who made up adhd and gets extra time). It’s really a systemic school system issue which again goes back to funding and proper staffing and even lack of appropriate instruction at early ages for a lot of kids. It’s so pointless to say kids shouldn’t get this or that. There is a tremendously difficult process needed to get an IEP, please don’t blame these kids for their needs. Yes the entire system is messed up, why don’t we work on it as a whole instead of segregating kids even more.

They should get support to learn info but it’s extremely unfair that it is then compared as apples to apples with the kids not getting those supports.

Is the root issue here, if you have two kids, one gets 50 percent more time, and both are taking an advanced government class, is your concern they look the same to colleges? Is this really a college admissions issue for most parents?
Now is it any different in your mind if a dyslexic kid with an IEP gets audio delivery of material? Is that unfair too? Or someone with a math disability using a calculator?I’m trying understand the concern, truly.

Yes re: college. The kids needing supports are not really doing the same thing. Out of the examples no issues with audio delivery for dyslexia as I find it hard to see that as an advantage over fluent readers but having more time and a calculator are huge advantages over kids accessing the curriculum the normal way.

This is in incorrect way to think about any accommodations. They do not provide “advantages.” They simply level the playing field so that those with disabilities can also access the curriculum. Your kid doesn’t have a disability.

Having a calculator for a math class - especially an arithmetic class - is not "leveling the playing field" - it provides an advantage.

There is no such thing as an arithmetic class. You don’t know the reasons or in what circumstances calculators are allowed for the kids. Often times, calculators are allowed for all. There aren’t any assessments that are strictly arithmetic. Mostly concept based.

Concept-based, no? The majority of math test would like you to find a numeric answer.

You’re not getting it. Here’s an example. You can show you understand the concept of area because you multiply length by width. It doesn’t matter if you use a calculator to get the numerical answer. You still understand the concept of area.

It works like this for a lot of advanced math as well. Calculators are actually encouraged in lots of situations in math. They don’t want kids wasting time on thinks like long division in upper level math.

At the point where all the kids can use them then they are fine.