Teacher not following accommodations

[Anonymous]

Anonymous wrote:

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.

You just don't get it and what you are arguing for ensures the kids with disabilities are never on a level playing field.

[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?

My kid with multiple disabilites had to deal with a teacher who took the same stance in a hs class. If my kid had extended time, she gave it to everyone. My kid had an accommodation for small room testing. She gave it to everyone. Over half the class was in the quiet room with my kid. We filed complaints with vdoe and prevailed.

No one will ever be able to convince you that what you are doing is putting the nt kid's ahead of the kid with disabilities. It was horrible dealing with teachers like you.

[Anonymous]

Anonymous wrote:

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?

The neurotypical kids typically aren’t struggling so much that they need those supports. If they had a disability, they could certainly get a 504.

I mean, what? Yes, with grade inflation, it's not as easy to see as it used to be. But of course NT kids struggle at school.

This is a ridiculous argument. Are you the op?

[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?

My kid with multiple disabilites had to deal with a teacher who took the same stance in a hs class. If my kid had extended time, she gave it to everyone. My kid had an accommodation for small room testing. She gave it to everyone. Over half the class was in the quiet room with my kid. We filed complaints with vdoe and prevailed.

No one will ever be able to convince you that what you are doing is putting the nt kid's ahead of the kid with disabilities. It was horrible dealing with teachers like you.

HS Teacher here offering another perspective. I teach a gen ed class, and out of my 32 students, 18 have either an IEP or 504. Your student with accommodations is likely not the only one and so it is perfectly reasonable for multiple students to be in the small group testing room with your student. If your student really needs such a small number of peers in the room while testing, then self-contained is the appropriate fit.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

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

No, they are incredibly ignorant. The fact that this post wasn't placed in the sns forum says everything. When you see this, the poster wants readers to bash sns kids.

No, they were correct. Your kid gets supports. They don’t need to ensure they’re getting MORE than everyone else.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

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

No, they are incredibly ignorant. The fact that this post wasn't placed in the sns forum says everything. When you see this, the poster wants readers to bash sns kids.

No, they were correct. Your kid gets supports. They don’t need to ensure they’re getting MORE than everyone else.

+1
I’m the person the prior PP is accusing of “bashing” kids with disabilities. I don’t think I’ve done that at all here. Just because I believe in offering certain supports as an option to all kids vs only the kids with a documented need of them per IEP or 504s doesn’t mean I’m bashing those kids. It means I don’t see the best solution here as being to always ensure that kids with LDs are getting MORE than NT kids vs getting what kids with LDs need to access rhe curriculum and demonstrate understanding .

[Anonymous]

+1
I’m the person the prior PP is accusing of “bashing” kids with disabilities. I don’t think I’ve done that at all here. Just because I believe in offering certain supports as an option to all kids vs only the kids with a documented need of them per IEP or 504s doesn’t mean I’m bashing those kids. It means I don’t see the best solution here as being to always ensure that kids with LDs are getting MORE than NT kids vs getting what kids with LDs need to access rhe curriculum and demonstrate understanding .

Makes sense to me!

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

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

No, they are incredibly ignorant. The fact that this post wasn't placed in the sns forum says everything. When you see this, the poster wants readers to bash sns kids.

No, they were correct. Your kid gets supports. They don’t need to ensure they’re getting MORE than everyone else.

Sigh. Your ignorance is so sad. Please come back when you have a child with a disability or have experiences with 504s or IEPs.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

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.

You just don't get it and what you are arguing for ensures the kids with disabilities are never on a level playing field.

+1

[Anonymous]

Anonymous wrote:

Anonymous wrote:You are not getting modified assignments or curriculum with a 504. It doesn’t have the power to do that. Only an IEP will get you modifications to the curriculum. And no, asking for modifications but refusing to call them modifications will not work. Shortening tests or eliminating tasks or skills isn’t an accommodation and won’t be in a 504.

I know several families who get shortened assignments due to ADHD on a 504. Ie If teacher assigns 20 math problems, kids only do half.

DP. Those poor kids. The idea of school is to learn how to manage, to prepare for the real world. My kids with ADHD do all of the assignment, all of the problems. When they are adults, they will do all of life, not just half.

Sure, they work harder than some. Others work even harder than they do. That's how it goes.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:You are not getting modified assignments or curriculum with a 504. It doesn’t have the power to do that. Only an IEP will get you modifications to the curriculum. And no, asking for modifications but refusing to call them modifications will not work. Shortening tests or eliminating tasks or skills isn’t an accommodation and won’t be in a 504.

I know several families who get shortened assignments due to ADHD on a 504. Ie If teacher assigns 20 math problems, kids only do half.

DP. Those poor kids. The idea of school is to learn how to manage, to prepare for the real world. My kids with ADHD do all of the assignment, all of the problems. When they are adults, they will do all of life, not just half.

Sure, they work harder than some. Others work even harder than they do. That's how it goes.

+1

One of the things that the military has identified as a problem is the lack of resiliency. Of course, this is not limited to young people in the military. I think it is also a problem with many of the societal issues we see now. The answer seems to be that if you cannot adapt then make the others adapt to you. I also wonder if it is part of the problem with the more serious events lately.

[Anonymous]

Nice to see the lack of disability awareness is still going strong🙄.

[Anonymous]

Anonymous wrote:Nice to see the lack of disability awareness is still going strong🙄.

+1 lol

[Anonymous]

Anonymous wrote:Nice to see the lack of disability awareness is still going strong🙄.

The ignorance is overwhelming in this thread. I'm going to say it again. When a post about anything related to disabilities is NOT in the sns forum, you know they want to bash people with disabilities.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:You are not getting modified assignments or curriculum with a 504. It doesn’t have the power to do that. Only an IEP will get you modifications to the curriculum. And no, asking for modifications but refusing to call them modifications will not work. Shortening tests or eliminating tasks or skills isn’t an accommodation and won’t be in a 504.

I know several families who get shortened assignments due to ADHD on a 504. Ie If teacher assigns 20 math problems, kids only do half.

DP. Those poor kids. The idea of school is to learn how to manage, to prepare for the real world. My kids with ADHD do all of the assignment, all of the problems. When they are adults, they will do all of life, not just half.

Sure, they work harder than some. Others work even harder than they do. That's how it goes.

+1

One of the things that the military has identified as a problem is the lack of resiliency. Of course, this is not limited to young people in the military. I think it is also a problem with many of the societal issues we see now. The answer seems to be that if you cannot adapt then make the others adapt to you. I also wonder if it is part of the problem with the more serious events lately.

You sound like one of those people who thinks you can abuse or beat the disability out of someone. People like you and the poster above make life hell for our kids. The poster above thinks every kid with disabilities is like her kid. It's such a lie to imply that people with disabilities can JUST WORK HARDER to keep up. Such ignorance.