Accommodation Nation

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:"Accomodation Nation" article in the Atlantic.

https://www.theatlantic.com/magazine/2026/01/elite-university-student-accommodation/684946/

There's a paywall, but the main context is in the quotes below. Bottom line: a lot of UMC and wealthy families are misusing the testing accommodations process.

DCUMers rail on TO ( and ascribe it to URMs) but avoid this topic.

I wonder why?


"Accommodations in higher education were supposed to help disabled Americans enjoy the same opportunities as everyone else. No one should be kept from taking a class, for example, because they are physically unable to enter the building where it’s taught. Over the past decade and a half, however, the share of students at selective universities who qualify for accommodations—often, extra time on tests—has grown at a breathtaking pace…”

“The change has occurred disproportionately at the most prestigious and expensive institutions. At Brown and Harvard, more than 20 percent of undergraduates are registered as disabled. At Amherst, that figure is 34 percent.”

Said a professor at a selective university: “You hear ‘students with disabilities’ and it’s not kids in wheelchairs. It’s just not. It’s rich kids getting extra time on tests.”

College professor here. Totally agree with the sentiments of the article. Teaching STEM has been painful this semester. AI changes how we do exam. All pen on paper now. Few students learn. Massive cheating. Every other student asks for accomodation for extra time. Exam center is full and overwhelmed. Some students prefer to go there as they can easily sneak in a phone. Not sure what is going to happen when the students leave college.

+1 Different professor here. I agree. We also have less students taking notes because they are just sitting back recording lectures. They don’t read anymore either. They read AI summaries instead. They take pictures of test questions and assignments and churn it through AI for answers.

30 years ago we recorded the lectures on tape recorders.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:"Accomodation Nation" article in the Atlantic.

https://www.theatlantic.com/magazine/2026/01/elite-university-student-accommodation/684946/

There's a paywall, but the main context is in the quotes below. Bottom line: a lot of UMC and wealthy families are misusing the testing accommodations process.

DCUMers rail on TO ( and ascribe it to URMs) but avoid this topic.

I wonder why?


"Accommodations in higher education were supposed to help disabled Americans enjoy the same opportunities as everyone else. No one should be kept from taking a class, for example, because they are physically unable to enter the building where it’s taught. Over the past decade and a half, however, the share of students at selective universities who qualify for accommodations—often, extra time on tests—has grown at a breathtaking pace…”

“The change has occurred disproportionately at the most prestigious and expensive institutions. At Brown and Harvard, more than 20 percent of undergraduates are registered as disabled. At Amherst, that figure is 34 percent.”

Said a professor at a selective university: “You hear ‘students with disabilities’ and it’s not kids in wheelchairs. It’s just not. It’s rich kids getting extra time on tests.”

College professor here. Totally agree with the sentiments of the article. Teaching STEM has been painful this semester. AI changes how we do exam. All pen on paper now. Few students learn. Massive cheating. Every other student asks for accomodation for extra time. Exam center is full and overwhelmed. Some students prefer to go there as they can easily sneak in a phone. Not sure what is going to happen when the students leave college.

+1 Different professor here. I agree. We also have less students taking notes because they are just sitting back recording lectures. They don’t read anymore either. They read AI summaries instead. They take pictures of test questions and assignments and churn it through AI for answers.

This is the real harm of AI and why we must insists traditional note taking, reading and pen on paper writing. One of the harm of AI in education is to take away the human agency, and eventually shrink the brain.

Teaching needs to be undated and changed to reflect the time.

Absolutely, college is seriously overrated. It needs to rethink how to motivate kids to learn and inspire them.

[Anonymous]

Anonymous wrote:

Anonymous wrote:All of the defensive parents who have kids with real disabilities should be equally annoyed and outraged that a good number of these kids are using a fake diagnosis to pretend that they have a disability and cheat on tests.

If you attend a private school or live in an affluent neighborhood, you will know of a kid (or in my kid's case, dozens of kids) who had zero issues at school, zero issues getting As throughout middle school and zero need for additional time on tests until they found out around 8th or 9th grade that they can tell a doctor that they are struggling with anxiety or have difficulty paying attention in class and can get extra time for tests. This is a very easy thing to do for wealthy kids.

In fact, certain independent college counselors recommend this to parents as a strategy for getting additional time to score high on the SATs.

No one here is saying that a kid with actual physical limitations should be denied accommodations.

All the defensive parents who have kids with "real disabilities" know that their kids' medical information is private, and that anyone who is throwing around statements like "40% of students have accomodations and they're all fake" is talking out of their nether regions. Many disabilities are not "visible," and no one except the kids' school and their doctors has the full picture. Parents who have kids who are struggling know enough not to judge what they don't know.

It doesn’t make any sense 20% or a class of 100 kids have disabilities that needing two times of exam time. What do they do when they are in the workforce? Do they get extra time?

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:All of the defensive parents who have kids with real disabilities should be equally annoyed and outraged that a good number of these kids are using a fake diagnosis to pretend that they have a disability and cheat on tests.

If you attend a private school or live in an affluent neighborhood, you will know of a kid (or in my kid's case, dozens of kids) who had zero issues at school, zero issues getting As throughout middle school and zero need for additional time on tests until they found out around 8th or 9th grade that they can tell a doctor that they are struggling with anxiety or have difficulty paying attention in class and can get extra time for tests. This is a very easy thing to do for wealthy kids.

In fact, certain independent college counselors recommend this to parents as a strategy for getting additional time to score high on the SATs.

No one here is saying that a kid with actual physical limitations should be denied accommodations.

All the defensive parents who have kids with "real disabilities" know that their kids' medical information is private, and that anyone who is throwing around statements like "40% of students have accomodations and they're all fake" is talking out of their nether regions. Many disabilities are not "visible," and no one except the kids' school and their doctors has the full picture. Parents who have kids who are struggling know enough not to judge what they don't know.

It doesn’t make any sense 20% or a class of 100 kids have disabilities that needing two times of exam time. What do they do when they are in the workforce? Do they get extra time?

Most extra time is 1.5 times. My dyslexic kid reads slower than most but is wicked smart. He will not be taking timed tests when he is in the workforce.

Additionally, allowing him extra time enabled him to stay in advanced classes and be challenged to his intellectual ability. I don’t think he’d have the writing skills he now has, had he not had the accommodation in middle and high school.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:All of the defensive parents who have kids with real disabilities should be equally annoyed and outraged that a good number of these kids are using a fake diagnosis to pretend that they have a disability and cheat on tests.

If you attend a private school or live in an affluent neighborhood, you will know of a kid (or in my kid's case, dozens of kids) who had zero issues at school, zero issues getting As throughout middle school and zero need for additional time on tests until they found out around 8th or 9th grade that they can tell a doctor that they are struggling with anxiety or have difficulty paying attention in class and can get extra time for tests. This is a very easy thing to do for wealthy kids.

In fact, certain independent college counselors recommend this to parents as a strategy for getting additional time to score high on the SATs.

No one here is saying that a kid with actual physical limitations should be denied accommodations.

All the defensive parents who have kids with "real disabilities" know that their kids' medical information is private, and that anyone who is throwing around statements like "40% of students have accomodations and they're all fake" is talking out of their nether regions. Many disabilities are not "visible," and no one except the kids' school and their doctors has the full picture. Parents who have kids who are struggling know enough not to judge what they don't know.

It doesn’t make any sense 20% or a class of 100 kids have disabilities that needing two times of exam time. What do they do when they are in the workforce? Do they get extra time?

Most extra time is 1.5 times. My dyslexic kid reads slower than most but is wicked smart. He will not be taking timed tests when he is in the workforce.

Additionally, allowing him extra time enabled him to stay in advanced classes and be challenged to his intellectual ability. I don’t think he’d have the writing skills he now has, had he not had the accommodation in middle and high school.

Hopefully he won’t be in any sort of job where quick thinking and quick response time matters.

It’s wild how many people pretend timed tests are some silly, arbitrary, meaningless exercise.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:All of the defensive parents who have kids with real disabilities should be equally annoyed and outraged that a good number of these kids are using a fake diagnosis to pretend that they have a disability and cheat on tests.

If you attend a private school or live in an affluent neighborhood, you will know of a kid (or in my kid's case, dozens of kids) who had zero issues at school, zero issues getting As throughout middle school and zero need for additional time on tests until they found out around 8th or 9th grade that they can tell a doctor that they are struggling with anxiety or have difficulty paying attention in class and can get extra time for tests. This is a very easy thing to do for wealthy kids.

In fact, certain independent college counselors recommend this to parents as a strategy for getting additional time to score high on the SATs.

No one here is saying that a kid with actual physical limitations should be denied accommodations.

All the defensive parents who have kids with "real disabilities" know that their kids' medical information is private, and that anyone who is throwing around statements like "40% of students have accomodations and they're all fake" is talking out of their nether regions. Many disabilities are not "visible," and no one except the kids' school and their doctors has the full picture. Parents who have kids who are struggling know enough not to judge what they don't know.

It doesn’t make any sense 20% or a class of 100 kids have disabilities that needing two times of exam time. What do they do when they are in the workforce? Do they get extra time?

Most extra time is 1.5 times. My dyslexic kid reads slower than most but is wicked smart. He will not be taking timed tests when he is in the workforce.

Additionally, allowing him extra time enabled him to stay in advanced classes and be challenged to his intellectual ability. I don’t think he’d have the writing skills he now has, had he not had the accommodation in middle and high school.

Hopefully he won’t be in any sort of job where quick thinking and quick response time matters.

It’s wild how many people pretend timed tests are some silly, arbitrary, meaningless exercise.

Successful dyslexics:
Henry Ford
Richard Branson
Steve Jobs
Winston Churchill
Thomas Edison
David Boies

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:All of the defensive parents who have kids with real disabilities should be equally annoyed and outraged that a good number of these kids are using a fake diagnosis to pretend that they have a disability and cheat on tests.

If you attend a private school or live in an affluent neighborhood, you will know of a kid (or in my kid's case, dozens of kids) who had zero issues at school, zero issues getting As throughout middle school and zero need for additional time on tests until they found out around 8th or 9th grade that they can tell a doctor that they are struggling with anxiety or have difficulty paying attention in class and can get extra time for tests. This is a very easy thing to do for wealthy kids.

In fact, certain independent college counselors recommend this to parents as a strategy for getting additional time to score high on the SATs.

No one here is saying that a kid with actual physical limitations should be denied accommodations.

All the defensive parents who have kids with "real disabilities" know that their kids' medical information is private, and that anyone who is throwing around statements like "40% of students have accomodations and they're all fake" is talking out of their nether regions. Many disabilities are not "visible," and no one except the kids' school and their doctors has the full picture. Parents who have kids who are struggling know enough not to judge what they don't know.

It doesn’t make any sense 20% or a class of 100 kids have disabilities that needing two times of exam time. What do they do when they are in the workforce? Do they get extra time?

Most extra time is 1.5 times. My dyslexic kid reads slower than most but is wicked smart. He will not be taking timed tests when he is in the workforce.

Additionally, allowing him extra time enabled him to stay in advanced classes and be challenged to his intellectual ability. I don’t think he’d have the writing skills he now has, had he not had the accommodation in middle and high school.

Hopefully he won’t be in any sort of job where quick thinking and quick response time matters.

It’s wild how many people pretend timed tests are some silly, arbitrary, meaningless exercise.

Successful dyslexics:
Henry Ford
Richard Branson
Steve Jobs
Winston Churchill
Thomas Edison
David Boies

No one said anything about success. We’re talking about the very real fact that in many jobs time limits actually matter.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:"Accomodation Nation" article in the Atlantic.

https://www.theatlantic.com/magazine/2026/01/elite-university-student-accommodation/684946/

There's a paywall, but the main context is in the quotes below. Bottom line: a lot of UMC and wealthy families are misusing the testing accommodations process.

DCUMers rail on TO ( and ascribe it to URMs) but avoid this topic.

I wonder why?


"Accommodations in higher education were supposed to help disabled Americans enjoy the same opportunities as everyone else. No one should be kept from taking a class, for example, because they are physically unable to enter the building where it’s taught. Over the past decade and a half, however, the share of students at selective universities who qualify for accommodations—often, extra time on tests—has grown at a breathtaking pace…”

“The change has occurred disproportionately at the most prestigious and expensive institutions. At Brown and Harvard, more than 20 percent of undergraduates are registered as disabled. At Amherst, that figure is 34 percent.”

Said a professor at a selective university: “You hear ‘students with disabilities’ and it’s not kids in wheelchairs. It’s just not. It’s rich kids getting extra time on tests.”

College professor here. Totally agree with the sentiments of the article. Teaching STEM has been painful this semester. AI changes how we do exam. All pen on paper now. Few students learn. Massive cheating. Every other student asks for accomodation for extra time. Exam center is full and overwhelmed. Some students prefer to go there as they can easily sneak in a phone. Not sure what is going to happen when the students leave college.

+1 Different professor here. I agree. We also have less students taking notes because they are just sitting back recording lectures. They don’t read anymore either. They read AI summaries instead. They take pictures of test questions and assignments and churn it through AI for answers.

30 years ago we recorded the lectures on tape recorders.

But, you didn’t have them instantly transcribed into written text, then used that text as training material for AI, to then ask AI for succinct summary—all while not taking one note, not striving to critically think through the topics, not making cognitive sense of the information, not performing independent analysis of material, and not reading one page of a textbook.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:All of the defensive parents who have kids with real disabilities should be equally annoyed and outraged that a good number of these kids are using a fake diagnosis to pretend that they have a disability and cheat on tests.

If you attend a private school or live in an affluent neighborhood, you will know of a kid (or in my kid's case, dozens of kids) who had zero issues at school, zero issues getting As throughout middle school and zero need for additional time on tests until they found out around 8th or 9th grade that they can tell a doctor that they are struggling with anxiety or have difficulty paying attention in class and can get extra time for tests. This is a very easy thing to do for wealthy kids.

In fact, certain independent college counselors recommend this to parents as a strategy for getting additional time to score high on the SATs.

No one here is saying that a kid with actual physical limitations should be denied accommodations.

All the defensive parents who have kids with "real disabilities" know that their kids' medical information is private, and that anyone who is throwing around statements like "40% of students have accommodations and they're all fake" is talking out of their nether regions. Many disabilities are not "visible," and no one except the kids' school and their doctors has the full picture. Parents who have kids who are struggling know enough not to judge what they don't know.

It doesn’t make any sense 20% or a class of 100 kids have disabilities that needing two times of exam time. What do they do when they are in the workforce? Do they get extra time?

It is not 20% of the class have disabilities that need extra time, it's 20% of the class that have disabilities requiring accommodations. There are a whole slew of things that could require a kid to need accommodations, some not even academically related. My kids, for example, have severe food allergies, and when they get to college they're going to have to register with the disability office so that they can get housing with a private kitchen as well as to get out of paying for a meal plan when they can't eat any of the food anyways. Not all accommodations are made up to give kids an advantage, my kids are going to need them so that they can survive.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:All of the defensive parents who have kids with real disabilities should be equally annoyed and outraged that a good number of these kids are using a fake diagnosis to pretend that they have a disability and cheat on tests.

If you attend a private school or live in an affluent neighborhood, you will know of a kid (or in my kid's case, dozens of kids) who had zero issues at school, zero issues getting As throughout middle school and zero need for additional time on tests until they found out around 8th or 9th grade that they can tell a doctor that they are struggling with anxiety or have difficulty paying attention in class and can get extra time for tests. This is a very easy thing to do for wealthy kids.

In fact, certain independent college counselors recommend this to parents as a strategy for getting additional time to score high on the SATs.

No one here is saying that a kid with actual physical limitations should be denied accommodations.

All the defensive parents who have kids with "real disabilities" know that their kids' medical information is private, and that anyone who is throwing around statements like "40% of students have accomodations and they're all fake" is talking out of their nether regions. Many disabilities are not "visible," and no one except the kids' school and their doctors has the full picture. Parents who have kids who are struggling know enough not to judge what they don't know.

It doesn’t make any sense 20% or a class of 100 kids have disabilities that needing two times of exam time. What do they do when they are in the workforce? Do they get extra time?

Most extra time is 1.5 times. My dyslexic kid reads slower than most but is wicked smart. He will not be taking timed tests when he is in the workforce.

Additionally, allowing him extra time enabled him to stay in advanced classes and be challenged to his intellectual ability. I don’t think he’d have the writing skills he now has, had he not had the accommodation in middle and high school.

Hopefully he won’t be in any sort of job where quick thinking and quick response time matters.

It’s wild how many people pretend timed tests are some silly, arbitrary, meaningless exercise.

Successful dyslexics:
Henry Ford
Richard Branson
Steve Jobs
Winston Churchill
Thomas Edison
David Boies

No one said anything about success. We’re talking about the very real fact that in many jobs time limits actually matter.

The time limits are very rarely those akin to timed tests. You have a day (or a half day) to do an assignment. And if you don't think you can make it work, you can say something.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:All of the defensive parents who have kids with real disabilities should be equally annoyed and outraged that a good number of these kids are using a fake diagnosis to pretend that they have a disability and cheat on tests.

If you attend a private school or live in an affluent neighborhood, you will know of a kid (or in my kid's case, dozens of kids) who had zero issues at school, zero issues getting As throughout middle school and zero need for additional time on tests until they found out around 8th or 9th grade that they can tell a doctor that they are struggling with anxiety or have difficulty paying attention in class and can get extra time for tests. This is a very easy thing to do for wealthy kids.

In fact, certain independent college counselors recommend this to parents as a strategy for getting additional time to score high on the SATs.

No one here is saying that a kid with actual physical limitations should be denied accommodations.

All the defensive parents who have kids with "real disabilities" know that their kids' medical information is private, and that anyone who is throwing around statements like "40% of students have accommodations and they're all fake" is talking out of their nether regions. Many disabilities are not "visible," and no one except the kids' school and their doctors has the full picture. Parents who have kids who are struggling know enough not to judge what they don't know.

It doesn’t make any sense 20% or a class of 100 kids have disabilities that needing two times of exam time. What do they do when they are in the workforce? Do they get extra time?

It is not 20% of the class have disabilities that need extra time, it's 20% of the class that have disabilities requiring accommodations. There are a whole slew of things that could require a kid to need accommodations, some not even academically related. My kids, for example, have severe food allergies, and when they get to college they're going to have to register with the disability office so that they can get housing with a private kitchen as well as to get out of paying for a meal plan when they can't eat any of the food anyways. Not all accommodations are made up to give kids an advantage, my kids are going to need them so that they can survive.

The problem is not with ‘true’ learning disabilities. The problem is that there are indeed fakers and scammers who truly do not need extra time but they pay for scripts to get it to look like they have a problem requiring extra time.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:"Accomodation Nation" article in the Atlantic.

https://www.theatlantic.com/magazine/2026/01/elite-university-student-accommodation/684946/

There's a paywall, but the main context is in the quotes below. Bottom line: a lot of UMC and wealthy families are misusing the testing accommodations process.

DCUMers rail on TO ( and ascribe it to URMs) but avoid this topic.

I wonder why?


"Accommodations in higher education were supposed to help disabled Americans enjoy the same opportunities as everyone else. No one should be kept from taking a class, for example, because they are physically unable to enter the building where it’s taught. Over the past decade and a half, however, the share of students at selective universities who qualify for accommodations—often, extra time on tests—has grown at a breathtaking pace…”

“The change has occurred disproportionately at the most prestigious and expensive institutions. At Brown and Harvard, more than 20 percent of undergraduates are registered as disabled. At Amherst, that figure is 34 percent.”

Said a professor at a selective university: “You hear ‘students with disabilities’ and it’s not kids in wheelchairs. It’s just not. It’s rich kids getting extra time on tests.”

College professor here. Totally agree with the sentiments of the article. Teaching STEM has been painful this semester. AI changes how we do exam. All pen on paper now. Few students learn. Massive cheating. Every other student asks for accomodation for extra time. Exam center is full and overwhelmed. Some students prefer to go there as they can easily sneak in a phone. Not sure what is going to happen when the students leave college.

+1 Different professor here. I agree. We also have less students taking notes because they are just sitting back recording lectures. They don’t read anymore either. They read AI summaries instead. They take pictures of test questions and assignments and churn it through AI for answers.

30 years ago we recorded the lectures on tape recorders.

But, you didn’t have them instantly transcribed into written text, then used that text as training material for AI, to then ask AI for succinct summary—all while not taking one note, not striving to critically think through the topics, not making cognitive sense of the information, not performing independent analysis of material, and not reading one page of a textbook.

Laziness has kicked in and critical thinking is out the door. A new generation of AI summary students with diplomas has arrived.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:All of the defensive parents who have kids with real disabilities should be equally annoyed and outraged that a good number of these kids are using a fake diagnosis to pretend that they have a disability and cheat on tests.

If you attend a private school or live in an affluent neighborhood, you will know of a kid (or in my kid's case, dozens of kids) who had zero issues at school, zero issues getting As throughout middle school and zero need for additional time on tests until they found out around 8th or 9th grade that they can tell a doctor that they are struggling with anxiety or have difficulty paying attention in class and can get extra time for tests. This is a very easy thing to do for wealthy kids.

In fact, certain independent college counselors recommend this to parents as a strategy for getting additional time to score high on the SATs.

No one here is saying that a kid with actual physical limitations should be denied accommodations.

All the defensive parents who have kids with "real disabilities" know that their kids' medical information is private, and that anyone who is throwing around statements like "40% of students have accommodations and they're all fake" is talking out of their nether regions. Many disabilities are not "visible," and no one except the kids' school and their doctors has the full picture. Parents who have kids who are struggling know enough not to judge what they don't know.

It doesn’t make any sense 20% or a class of 100 kids have disabilities that needing two times of exam time. What do they do when they are in the workforce? Do they get extra time?

It is not 20% of the class have disabilities that need extra time, it's 20% of the class that have disabilities requiring accommodations. There are a whole slew of things that could require a kid to need accommodations, some not even academically related. My kids, for example, have severe food allergies, and when they get to college they're going to have to register with the disability office so that they can get housing with a private kitchen as well as to get out of paying for a meal plan when they can't eat any of the food anyways. Not all accommodations are made up to give kids an advantage, my kids are going to need them so that they can survive.

The problem is not with ‘true’ learning disabilities. The problem is that there are indeed fakers and scammers who truly do not need extra time but they pay for scripts to get it to look like they have a problem requiring extra time.

But people seem to be obsessed with the "20%" statistic and keep forgetting that there are many, many things not even related to learning disabilities that would require them to register with the disability office for accommodations. Allergies, asthma, diabetics - all things that would require accommodations.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:All of the defensive parents who have kids with real disabilities should be equally annoyed and outraged that a good number of these kids are using a fake diagnosis to pretend that they have a disability and cheat on tests.

If you attend a private school or live in an affluent neighborhood, you will know of a kid (or in my kid's case, dozens of kids) who had zero issues at school, zero issues getting As throughout middle school and zero need for additional time on tests until they found out around 8th or 9th grade that they can tell a doctor that they are struggling with anxiety or have difficulty paying attention in class and can get extra time for tests. This is a very easy thing to do for wealthy kids.

In fact, certain independent college counselors recommend this to parents as a strategy for getting additional time to score high on the SATs.

No one here is saying that a kid with actual physical limitations should be denied accommodations.

All the defensive parents who have kids with "real disabilities" know that their kids' medical information is private, and that anyone who is throwing around statements like "40% of students have accomodations and they're all fake" is talking out of their nether regions. Many disabilities are not "visible," and no one except the kids' school and their doctors has the full picture. Parents who have kids who are struggling know enough not to judge what they don't know.

It doesn’t make any sense 20% or a class of 100 kids have disabilities that needing two times of exam time. What do they do when they are in the workforce? Do they get extra time?

Most extra time is 1.5 times. My dyslexic kid reads slower than most but is wicked smart. He will not be taking timed tests when he is in the workforce.

Additionally, allowing him extra time enabled him to stay in advanced classes and be challenged to his intellectual ability. I don’t think he’d have the writing skills he now has, had he not had the accommodation in middle and high school.

Hopefully he won’t be in any sort of job where quick thinking and quick response time matters.

It’s wild how many people pretend timed tests are some silly, arbitrary, meaningless exercise.

Successful dyslexics:
Henry Ford
Richard Branson
Steve Jobs
Winston Churchill
Thomas Edison
David Boies

No one said anything about success. We’re talking about the very real fact that in many jobs time limits actually matter.

It always warms my heart when I see the parents of kid without learning disabilities so committed to and focused on the long term success of my LD kid. You would think it would be easy enough for those parents to decide that my kid, who is a stranger to them, should just figure it out for themselves like the millions of people with disabilities before them. But poster like this remind me how important the success of LD kids is for everyone.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:All of the defensive parents who have kids with real disabilities should be equally annoyed and outraged that a good number of these kids are using a fake diagnosis to pretend that they have a disability and cheat on tests.

If you attend a private school or live in an affluent neighborhood, you will know of a kid (or in my kid's case, dozens of kids) who had zero issues at school, zero issues getting As throughout middle school and zero need for additional time on tests until they found out around 8th or 9th grade that they can tell a doctor that they are struggling with anxiety or have difficulty paying attention in class and can get extra time for tests. This is a very easy thing to do for wealthy kids.

In fact, certain independent college counselors recommend this to parents as a strategy for getting additional time to score high on the SATs.

No one here is saying that a kid with actual physical limitations should be denied accommodations.

All the defensive parents who have kids with "real disabilities" know that their kids' medical information is private, and that anyone who is throwing around statements like "40% of students have accomodations and they're all fake" is talking out of their nether regions. Many disabilities are not "visible," and no one except the kids' school and their doctors has the full picture. Parents who have kids who are struggling know enough not to judge what they don't know.

It doesn’t make any sense 20% or a class of 100 kids have disabilities that needing two times of exam time. What do they do when they are in the workforce? Do they get extra time?

Most extra time is 1.5 times. My dyslexic kid reads slower than most but is wicked smart. He will not be taking timed tests when he is in the workforce.

Additionally, allowing him extra time enabled him to stay in advanced classes and be challenged to his intellectual ability. I don’t think he’d have the writing skills he now has, had he not had the accommodation in middle and high school.

Hopefully he won’t be in any sort of job where quick thinking and quick response time matters.

It’s wild how many people pretend timed tests are some silly, arbitrary, meaningless exercise.

Successful dyslexics:
Henry Ford
Richard Branson
Steve Jobs
Winston Churchill
Thomas Edison
David Boies

And they were able to succeed just fine with the same standards in school as everyone else and no IEP and 504 plan