Teacher not following accommodations

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:The lack of understanding of learning disabilities on this thread is a bit much. Look up dyscalculia and read, maybe people can learn something and who knows, develop an ounce of empathy for others.

Empathy is fine. Getting excellent grades without being able to do the work is confusing to lots of people.

+1
I have empathy. And the kids should get supports. But getting an A when you had 50% more time plus a calculator on a math test vs. a kid in the exact same class who did not have those supports feels unfair. Simple as that. They aren't doing the same thing.

Oh I get it, they should get supports as long as they still get a lower grade than your kid and aren’t competition for your kids at college. I completely understand your point of view.

So, you think your child should get an "A" like kids that get the "A" without extra time or tools?

What do you think a learning disability means? Do you just think it’s a lack of effort? Do you think they don’t deserve accommodations? It’s neurobiological in origin, meaning it’s the way their brain is “ wired”. While this isn’t a completely accurate analogy, it’s like saying don’t let kids wear glasses, let them do the best they can without them. Does that make anymore sense to you? The accommodations are based on actual needs as supported by science and studying the learning differences. Did you know kids with learning differences can have an exceptionally high IQ? I’m not worried about my kid, she will be fine in spite of people like you in the world. I guarantee she is more resilient than 95% percent of kids bc we encounter people like you all of the time.

no, it's not at all like glasses. Glasses would be comparable to the audio readers to help dyslexics - something that kids that don't have that disability don't need/want as they can just read the text. Likewise giving all the kids glasses wouldn't help the kids who don't need them do better.

Calculators and extra time are not the same because giving them to all kids would create a level playing field; giving them to only some kids gives those specific kids advantages that other kids don't have.

How is it possible that a grown woman is this misinformed and angry at a kid with a disability? Lol.

Stop feeding this troll, people.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:The lack of understanding of learning disabilities on this thread is a bit much. Look up dyscalculia and read, maybe people can learn something and who knows, develop an ounce of empathy for others.

Empathy is fine. Getting excellent grades without being able to do the work is confusing to lots of people.

+1
I have empathy. And the kids should get supports. But getting an A when you had 50% more time plus a calculator on a math test vs. a kid in the exact same class who did not have those supports feels unfair. Simple as that. They aren't doing the same thing.

Oh I get it, they should get supports as long as they still get a lower grade than your kid and aren’t competition for your kids at college. I completely understand your point of view.

So, you think your child should get an "A" like kids that get the "A" without extra time or tools?

What do you think a learning disability means? Do you just think it’s a lack of effort? Do you think they don’t deserve accommodations? It’s neurobiological in origin, meaning it’s the way their brain is “ wired”. While this isn’t a completely accurate analogy, it’s like saying don’t let kids wear glasses, let them do the best they can without them. Does that make anymore sense to you? The accommodations are based on actual needs as supported by science and studying the learning differences. Did you know kids with learning differences can have an exceptionally high IQ? I’m not worried about my kid, she will be fine in spite of people like you in the world. I guarantee she is more resilient than 95% percent of kids bc we encounter people like you all of the time.

no, it's not at all like glasses. Glasses would be comparable to the audio readers to help dyslexics - something that kids that don't have that disability don't need/want as they can just read the text. Likewise giving all the kids glasses wouldn't help the kids who don't need them do better.

Calculators and extra time are not the same because giving them to all kids would create a level playing field; giving them to only some kids gives those specific kids advantages that other kids don't have.

No, it wouldn’t. The neuro typical kids would then have an advantage if everyone was treated the same. You clearly don’t understand disabilities.

[Anonymous]

So, are we grading on effort or achievement?

I am all for giving kids with disabilities extra help and tools to help them learn more easily. But, when it comes to testing achievement, that is a different story.

[Anonymous]

Anonymous wrote:So, are we grading on effort or achievement?

I am all for giving kids with disabilities extra help and tools to help them learn more easily. But, when it comes to testing achievement, that is a different story.

Interesting that this bothers you. You see it as giving your kid a disadvantage in the college race. Do you not believe people with disabilities should have equal access to colleges?

[Anonymous]

This argument is getting so silly. I'm a 5th grade math teacher. If it wasn't for state test restrictions I would give all kids, with or without accommodations a calculator. I know what MS and HS curriculum looks like and its not making sure you can multiply 123 x 456 or divide 7890 by 56. As a PP said, I'm concerned with students understanding concepts and working through the process.

[Anonymous]

Anonymous wrote:This argument is getting so silly. I'm a 5th grade math teacher. If it wasn't for state test restrictions I would give all kids, with or without accommodations a calculator. I know what MS and HS curriculum looks like and its not making sure you can multiply 123 x 456 or divide 7890 by 56. As a PP said, I'm concerned with students understanding concepts and working through the process.

I’m not sure this is a real problem. I’ve only had one student in 15 years that I’ve taught have a calculator accommodation. And then by MS, anyone can use it.

[Anonymous]

Anonymous wrote:So, are we grading on effort or achievement?

I am all for giving kids with disabilities extra help and tools to help them learn more easily. But, when it comes to testing achievement, that is a different story.

+1

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:The lack of understanding of learning disabilities on this thread is a bit much. Look up dyscalculia and read, maybe people can learn something and who knows, develop an ounce of empathy for others.

Empathy is fine. Getting excellent grades without being able to do the work is confusing to lots of people.

+1
I have empathy. And the kids should get supports. But getting an A when you had 50% more time plus a calculator on a math test vs. a kid in the exact same class who did not have those supports feels unfair. Simple as that. They aren't doing the same thing.

Oh I get it, they should get supports as long as they still get a lower grade than your kid and aren’t competition for your kids at college. I completely understand your point of view.

So, you think your child should get an "A" like kids that get the "A" without extra time or tools?

What do you think a learning disability means? Do you just think it’s a lack of effort? Do you think they don’t deserve accommodations? It’s neurobiological in origin, meaning it’s the way their brain is “ wired”. While this isn’t a completely accurate analogy, it’s like saying don’t let kids wear glasses, let them do the best they can without them. Does that make anymore sense to you? The accommodations are based on actual needs as supported by science and studying the learning differences. Did you know kids with learning differences can have an exceptionally high IQ? I’m not worried about my kid, she will be fine in spite of people like you in the world. I guarantee she is more resilient than 95% percent of kids bc we encounter people like you all of the time.

no, it's not at all like glasses. Glasses would be comparable to the audio readers to help dyslexics - something that kids that don't have that disability don't need/want as they can just read the text. Likewise giving all the kids glasses wouldn't help the kids who don't need them do better.

Calculators and extra time are not the same because giving them to all kids would create a level playing field; giving them to only some kids gives those specific kids advantages that other kids don't have.

How is it possible that a grown woman is this misinformed and angry at a kid with a disability? Lol.

Stop feeding this troll, people.

That person is not misinformed. They are correct. You’re just defensive about it. DP

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:The lack of understanding of learning disabilities on this thread is a bit much. Look up dyscalculia and read, maybe people can learn something and who knows, develop an ounce of empathy for others.

Empathy is fine. Getting excellent grades without being able to do the work is confusing to lots of people.

+1
I have empathy. And the kids should get supports. But getting an A when you had 50% more time plus a calculator on a math test vs. a kid in the exact same class who did not have those supports feels unfair. Simple as that. They aren't doing the same thing.

Oh I get it, they should get supports as long as they still get a lower grade than your kid and aren’t competition for your kids at college. I completely understand your point of view.

So, you think your child should get an "A" like kids that get the "A" without extra time or tools?

What do you think a learning disability means? Do you just think it’s a lack of effort? Do you think they don’t deserve accommodations? It’s neurobiological in origin, meaning it’s the way their brain is “ wired”. While this isn’t a completely accurate analogy, it’s like saying don’t let kids wear glasses, let them do the best they can without them. Does that make anymore sense to you? The accommodations are based on actual needs as supported by science and studying the learning differences. Did you know kids with learning differences can have an exceptionally high IQ? I’m not worried about my kid, she will be fine in spite of people like you in the world. I guarantee she is more resilient than 95% percent of kids bc we encounter people like you all of the time.

no, it's not at all like glasses. Glasses would be comparable to the audio readers to help dyslexics - something that kids that don't have that disability don't need/want as they can just read the text. Likewise giving all the kids glasses wouldn't help the kids who don't need them do better.

Calculators and extra time are not the same because giving them to all kids would create a level playing field; giving them to only some kids gives those specific kids advantages that other kids don't have.

No, it wouldn’t. The neuro typical kids would then have an advantage if everyone was treated the same. You clearly don’t understand disabilities.

I think we see the supports differently. You seem to see them as something your kid deserves in order to help equalize their outcomes with kids not using those supports. I’m saying it’s fine to give kids supports to ensure they can learn and demonstrate what they know but if one set of kids gets something like extra time that would surely help others ALSO show what they know better too then it should be given to the other kids too as an option. That’s fair. Some NT kids won’t need it and will finish in the normal allotted time. Others would benefit from it and use more time to do their own best. Why does it bother you that NT kids would get the same opportunities unless it’s because you want to ensure those are ONLY available to kids with disabilities in order to give the latter a leg up vs other students.

Again I’m not saying to ban the calculators and extra time - but if they are acceptable for one kid to use then they should be acceptable for others to use too if they would like.

[Anonymous]

Anonymous wrote:So, are we grading on effort or achievement?

I am all for giving kids with disabilities extra help and tools to help them learn more easily. But, when it comes to testing achievement, that is a different story.

The newest trend in progressivism is grading for mastery. Take as long as you need, as long as you get there eventually. This means that skills such as timeliness, neatness, following directions, etc. are no longer graded. Or taught or learned.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:The lack of understanding of learning disabilities on this thread is a bit much. Look up dyscalculia and read, maybe people can learn something and who knows, develop an ounce of empathy for others.

Empathy is fine. Getting excellent grades without being able to do the work is confusing to lots of people.

+1
I have empathy. And the kids should get supports. But getting an A when you had 50% more time plus a calculator on a math test vs. a kid in the exact same class who did not have those supports feels unfair. Simple as that. They aren't doing the same thing.

Oh I get it, they should get supports as long as they still get a lower grade than your kid and aren’t competition for your kids at college. I completely understand your point of view.

So, you think your child should get an "A" like kids that get the "A" without extra time or tools?

What do you think a learning disability means? Do you just think it’s a lack of effort? Do you think they don’t deserve accommodations? It’s neurobiological in origin, meaning it’s the way their brain is “ wired”. While this isn’t a completely accurate analogy, it’s like saying don’t let kids wear glasses, let them do the best they can without them. Does that make anymore sense to you? The accommodations are based on actual needs as supported by science and studying the learning differences. Did you know kids with learning differences can have an exceptionally high IQ? I’m not worried about my kid, she will be fine in spite of people like you in the world. I guarantee she is more resilient than 95% percent of kids bc we encounter people like you all of the time.

no, it's not at all like glasses. Glasses would be comparable to the audio readers to help dyslexics - something that kids that don't have that disability don't need/want as they can just read the text. Likewise giving all the kids glasses wouldn't help the kids who don't need them do better.

Calculators and extra time are not the same because giving them to all kids would create a level playing field; giving them to only some kids gives those specific kids advantages that other kids don't have.

How is it possible that a grown woman is this misinformed and angry at a kid with a disability? Lol.

Stop feeding this troll, people.

I think your response was rude and mean. The people here are trying hard to both understand and also express their positions about the advantages and disadvantages of supports for different types of disabilities. Just because they don't agree with you does not mean that their position does not have truth and validity. No need to be so angry yourself.

I agree with this statement that you were responding to.:

"no, it's not at all like glasses. Glasses would be comparable to the audio readers to help dyslexics - something that kids that don't have that disability don't need/want as they can just read the text. Likewise giving all the kids glasses wouldn't help the kids who don't need them do better.

Calculators and extra time are not the same because giving them to all kids would create a level playing field; giving them to only some kids gives those specific kids advantages that other kids don't have. "

[Anonymous]

So audiobooks aren’t bc people with dyslexia can’t read ( or learn to read with appropriate instruction) it’s bc of the cognitive exhaust it gives them to eye read and they lose comprehension. If they have it delivered orally, typically their oral comprehension is high. Same things can apply to memorization of math facts, that can be a difficult skill for kids with dyslexia, dyscalulia, etc but they can do amazing at higher levels of math even though they may have difficulty with rote memory and sequencing. So the accommodations are to support those needs. Now if kids with LDS are taught effectively in school is an entire other discussion as is the effectiveness of standardized testing. But at any rate their Are guidelines for people to receive accommodations, if you have an issue with it, that’s your issue, no one elses but feel free to advocate for removal of accommodations for kids with LDs if you feel that strongly.

[Anonymous]

Anonymous wrote:So audiobooks aren’t bc people with dyslexia can’t read ( or learn to read with appropriate instruction) it’s bc of the cognitive exhaust it gives them to eye read and they lose comprehension. If they have it delivered orally, typically their oral comprehension is high. Same things can apply to memorization of math facts, that can be a difficult skill for kids with dyslexia, dyscalulia, etc but they can do amazing at higher levels of math even though they may have difficulty with rote memory and sequencing. So the accommodations are to support those needs. Now if kids with LDS are taught effectively in school is an entire other discussion as is the effectiveness of standardized testing. But at any rate their Are guidelines for people to receive accommodations, if you have an issue with it, that’s your issue, no one elses but feel free to advocate for removal of accommodations for kids with LDs if you feel that strongly.

I think most of us - including me above - are not arguing to take them away for kids with LDs. We are arguing that if they are appropriate support tools for some kids then they should be available to any kid/family that wants to access them. Personally I would not want me ES kid using a calculator on tests as I want him to memorize the math facts. But by MS and HS if some kids in his class are using calculators on tests then yes of course I want him to be able to use one too.

I’m struggling to understand why some posters here think it is only fair if those types of supports are provided exclusively to kids with IEPs and denied to all kids without them. How does it hurt your kid with a LD if other kids also have access to that type of support?

[Anonymous]

Anonymous wrote:

Anonymous wrote:So audiobooks aren’t bc people with dyslexia can’t read ( or learn to read with appropriate instruction) it’s bc of the cognitive exhaust it gives them to eye read and they lose comprehension. If they have it delivered orally, typically their oral comprehension is high. Same things can apply to memorization of math facts, that can be a difficult skill for kids with dyslexia, dyscalulia, etc but they can do amazing at higher levels of math even though they may have difficulty with rote memory and sequencing. So the accommodations are to support those needs. Now if kids with LDS are taught effectively in school is an entire other discussion as is the effectiveness of standardized testing. But at any rate their Are guidelines for people to receive accommodations, if you have an issue with it, that’s your issue, no one elses but feel free to advocate for removal of accommodations for kids with LDs if you feel that strongly.

I think most of us - including me above - are not arguing to take them away for kids with LDs. We are arguing that if they are appropriate support tools for some kids then they should be available to any kid/family that wants to access them. Personally I would not want me ES kid using a calculator on tests as I want him to memorize the math facts. But by MS and HS if some kids in his class are using calculators on tests then yes of course I want him to be able to use one too.

I’m struggling to understand why some posters here think it is only fair if those types of supports are provided exclusively to kids with IEPs and denied to all kids without them. How does it hurt your kid with a LD if other kids also have access to that type of support?

Equity: equal outcomes

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:So audiobooks aren’t bc people with dyslexia can’t read ( or learn to read with appropriate instruction) it’s bc of the cognitive exhaust it gives them to eye read and they lose comprehension. If they have it delivered orally, typically their oral comprehension is high. Same things can apply to memorization of math facts, that can be a difficult skill for kids with dyslexia, dyscalulia, etc but they can do amazing at higher levels of math even though they may have difficulty with rote memory and sequencing. So the accommodations are to support those needs. Now if kids with LDS are taught effectively in school is an entire other discussion as is the effectiveness of standardized testing. But at any rate their Are guidelines for people to receive accommodations, if you have an issue with it, that’s your issue, no one elses but feel free to advocate for removal of accommodations for kids with LDs if you feel that strongly.

I think most of us - including me above - are not arguing to take them away for kids with LDs. We are arguing that if they are appropriate support tools for some kids then they should be available to any kid/family that wants to access them. Personally I would not want me ES kid using a calculator on tests as I want him to memorize the math facts. But by MS and HS if some kids in his class are using calculators on tests then yes of course I want him to be able to use one too.

I’m struggling to understand why some posters here think it is only fair if those types of supports are provided exclusively to kids with IEPs and denied to all kids without them. How does it hurt your kid with a LD if other kids also have access to that type of support?

Equity: equal outcomes

We’d have to agree to disagree and leave it there then. I don’t believe that jiggering the process to simply spit out equal outcomes is what we should be going for.