Claiming a disability on the SAT/ACT - have people been gaming the system?

[Anonymous]

Anonymous wrote:How will all these kids with “disabilities” actually work a job.

Are their jobs where people can use computers with word prediction software? Are there jobs where people can use calculators? Are there jobs where co-workers look over something before you send it out? Are there jobs where people can use ear buds or head phones? Are there jobs that allow workers to use ergonomic chairs?

Those are the kinds of accommodations my DC needs. There are plenty of jobs for him. Will he be a surgeon? no. Will he be a novelist? probably not- but they have editors. Will he be a bicycle courier? nope. Will he have some sort of math/science geek job? Probably.

He has a rather profound form of dyslexia and dysgraphia. They are disabilities. No need for the quotes. But he also has a math and science brain that is superb. He has a thirst for knowledge and a tenacity that makes him work hard to get things done. He will be able to find a place where his strengths are needed and his challenges are mitigated. Just like the rest of us.

[Anonymous]

Anonymous wrote:The whole point of standardized tests is that they're supposed to be exactly that - standardized. If students get accommodations then their results should AT LEAST be flagged as such.

Then also flag if they use a hearing aid, or glasses or needed a wheel chair to get into the room...….

[Anonymous]

Anonymous wrote:

The extra time issue is rampant in the private high schools regardless of whether it extends to SAT/ACT testing. DD has ADD and does work a bit more slowly since she is so easily distracted. DH and I have never gotten her tested or asked for accommodations because we feel that she needs to figure out how to manage in the world at large. But now in high school she sees 25-50% of her class getting extended time on tests, while she loses tons of points by not having time to finish or check her work. The really frustrating thing is when they have a particularly short test, and many of the kids who have qualified for extra time finish it way before she does!! It is hard to argue that they are not gaming the system.

One of the biggest mistakes that you can make is not getting your kid tested. The ADD brain is different and needs different approaches. One of the things that a neuropysch test will do is show you the difference in specific sub area performances. A kid can have a very high IQ and low processing speed. With the legally required accommodations, this kid can be very successful in college and the work place. Many successful people have ADHD. There is an energy, ability to see things that others miss, and risk taking propensity that can lead to great success. Untreated in the worst outcomes, it can lead to depression, substance abuse and suicide.

Exactly. This mom is either dumb or has no empathy for her child. Poor kid.

[Anonymous]

Anonymous wrote:

Anonymous wrote:The whole point of standardized tests is that they're supposed to be exactly that - standardized. If students get accommodations then their results should AT LEAST be flagged as such.

Then also flag if they use a hearing aid, or glasses or needed a wheel chair to get into the room...….

No. Because it’s not a vision test or a mobility test. it’s a test of processing speed.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:The whole point of standardized tests is that they're supposed to be exactly that - standardized. If students get accommodations then their results should AT LEAST be flagged as such.

Then also flag if they use a hearing aid, or glasses or needed a wheel chair to get into the room...….

No. Because it’s not a vision test or a mobility test. it’s a test of processing speed.

I agree, but it’s also a test of knowledge, critical thinking and intellect.

[Anonymous]

The high IQ low processing speed child. I have one. She qualifies for extra time but she’s never used it.

Her high intelligence more than compensates for her speed. She’s not slow because the SAT is easy. She will still score in the 99th percentile. That has always been the case in school. Only when the content is difficult does she become slow. But I would think that’s like everyone.

[Anonymous]

Anonymous wrote:How will all these kids with “disabilities” actually work a job.

I have a disability and I work a job.

I work in IT and I think everybody is dyslexic, ADHD, aspie or something.

I'm not sure what you mean, can you explain?

[Anonymous]

The accommodations professor is not representative. I teach college, have for over 15 years, and MOAs are hard to come by. I have referred students to the disabilities office who clearly need help but it turns out they don't qualify. It's actually sad.

I would say I MAYBE get one student a semester who has an MOA

[Anonymous]

Anonymous wrote:It doesn't end in high school, folks. Every university that I have attended or worked at has an “Office of Disabilty Services.” A huge part of what they do is providing those types of allowances. But it gets worse. At every school I’ve been associated with, there is NO requirement for the student to provide any substantiation for their supposed “condition.” No doctor report, nothing. All it takes is a five minute interview at that office, and the kid gets extended or unlimited time, calculator and notes when none are allowed for the rest of the class, etc. As the faculty member, I receive a notice of what the students “accomodaton” is from that office, and I have to comply - I have no say in the matter.

The whole thing’s a racket, and it is well known among the students. My biggest surprise is that more students don’t take advantage of it.

My son has accommodation at college and it took about 2 months to get all the paperwork correct. The process was extremely arduous.

You sound really ignorant.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:The whole point of standardized tests is that they're supposed to be exactly that - standardized. If students get accommodations then their results should AT LEAST be flagged as such.

Then also flag if they use a hearing aid, or glasses or needed a wheel chair to get into the room...….

No. Because it’s not a vision test or a mobility test. it’s a test of processing speed.

So you are okay with readers and scribes? Because some kids cant read printed paper and some cant write with a pencil.

[Anonymous]

Anonymous wrote:

Anonymous wrote:How will all these kids with “disabilities” actually work a job.

That's what I want to know! My guess is that mommy and daddy will give the kid enough money to not worry about anything but a play job. All just to keep up appearances.

It's all so incredibly pathetic.

You are working for these people and just don't realize it.

[Anonymous]

Just give extended time and calculators to EVERYONE! Stop the gaming of the system by wealthy parents. I wish the CB will publish accommodations % by school - I bet you will see higher % in private schools where the $$$ is

[Anonymous]

Anonymous wrote:

Anonymous wrote:Why do we have accommodations at all, except in severe cases? I understand if you're blind and need the test read to you, or you have a phsyical disability and can't easily fill in the circles on the sheet -- then extra time seems warranted.

But isn't the goal of the test to measure against other students? Why not have the same testing environment for all then? I realize some will score poorer than others, but isn't that exactly what it's trying to measure?

As an employer, if an aptitude test reflects your job duties, then it's useful to know how much you can accomplish within a fixed amount of time, because that's part of the job.

+2

Processing speed is a significant part of the intelligence profile. If you have low processing speed and a FSIQ of 115 that’s still your IQ. Your IQ is average. You cannot just take that index away.

So with the ACT I see kids who are indeed average getting higher scores because of extra time. It doesn’t really make sense. What about Johnny who has slow processing speed but not low enough to get accommodations? I’m sorry. That’s just not fair.

As the parent of a daughter with low processing speed (4th percentile), I agree with this. It amazes me that in the special needs forum, people act like processing speed, is something that "doesn't really count", when it comes to intelligence. That it's only the GAI index that matters. Believe me, I would love to believe that my daughter is really more intelligent than her 110iq would indicate. But how could she be? I don't understand why some people feel like processing speed should be thrown out when it comes to determining intelligence. I see how her processing speed impacts her, and yes it makes her for all intents and purposes "less intelligent" than many other people.

[Anonymous]

Anonymous wrote:The high IQ low processing speed child. I have one. She qualifies for extra time but she’s never used it.

Her high intelligence more than compensates for her speed. She’s not slow because the SAT is easy. She will still score in the 99th percentile. That has always been the case in school. Only when the content is difficult does she become slow. But I would think that’s like everyone.

It's not like everyone. My DC's processing speed issue is physical (low end of normal tone, fine motor issues). Over the course of a long test his hand becomes less and less useful.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Why do we have accommodations at all, except in severe cases? I understand if you're blind and need the test read to you, or you have a phsyical disability and can't easily fill in the circles on the sheet -- then extra time seems warranted.

But isn't the goal of the test to measure against other students? Why not have the same testing environment for all then? I realize some will score poorer than others, but isn't that exactly what it's trying to measure?

As an employer, if an aptitude test reflects your job duties, then it's useful to know how much you can accomplish within a fixed amount of time, because that's part of the job.

+2

Processing speed is a significant part of the intelligence profile. If you have low processing speed and a FSIQ of 115 that’s still your IQ. Your IQ is average. You cannot just take that index away.

So with the ACT I see kids who are indeed average getting higher scores because of extra time. It doesn’t really make sense. What about Johnny who has slow processing speed but not low enough to get accommodations? I’m sorry. That’s just not fair.

As the parent of a daughter with low processing speed (4th percentile), I agree with this. It amazes me that in the special needs forum, people act like processing speed, is something that "doesn't really count", when it comes to intelligence. That it's only the GAI index that matters. Believe me, I would love to believe that my daughter is really more intelligent than her 110iq would indicate. But how could she be? I don't understand why some people feel like processing speed should be thrown out when it comes to determining intelligence. I see how her processing speed impacts her, and yes it makes her for all intents and purposes "less intelligent" than many other people.

Wait, but processing speed CAN improve. I am the poster with the 35 ACT kid whose processing speed went from 13% in 2nd grade to 25% in 8th grade to 50% in 12th grade. It does not determine intelligence as it is a condition that can improve.