Sociology article on how private schools screen out disability

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Then why do over a third of the students at DC’s Big 3 get extra time? Why so much parent conversation about where to get evaluated, and how to complain hard enough to get more baroque accommodations?

(I mean, I know why. Everyone wants their bright healthy kids to have every possible advantage, and we’ve lost all norms of decency around this issue. But the contrast is telling.)

They need to start putting an asterisk next to any scores that were achieved with extra time or other accommodations. Perhaps colleges won’t care, and perhaps they will. Same with college degrees. The degree was conferred with special accommodations. Employers have a right to know what they’re signing up for. I’m sure the numbers would drop significantly after that.

Most awful comment on DCUM I’ve read in a while. You’re horrible.

Why? If they did not meet the same standards shouldn’t that be made clear?

An arbitrary time standard? No, it doesn't need to be made clear.

Meeting deadlines on exams and assignments is an important way to know if material was learned.

No you complete and utter moron. The ability to answer the questions or complete the assignment CORRECTLY indicates whether the material was learned, not how long it took them to write it down or whether they needed to type instead of write or whatever.

You are so stupid and nasty that you should be fired from whatever job you have right now.

Exams and assignments need strict time limits / deadlines. Extending those means you are cheating. Even if there is a disability.


I can provide many examples. Here are two:

Many of my college exams were open book. You could bring all the reference material you wanted, but had to solve the problems and answer questions in 90 minutes. That was the exam: either you knew the material and could answer efficiently, or you did not know the material.


Another example would be timed assignments. Unlimited time would allow everyone to get 100%. The challenge was answering the problem sets in only a few days. That tested your ability to problem solve in a way that matches your learning / creative thinking. If you needed more time then you did not know the material.


When you start extending deadlines for kids, it means they do not meet expectations.

It's really simple. Someone else's education is none of your business. Your opinion isn't worth anything.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Then why do over a third of the students at DC’s Big 3 get extra time? Why so much parent conversation about where to get evaluated, and how to complain hard enough to get more baroque accommodations?

(I mean, I know why. Everyone wants their bright healthy kids to have every possible advantage, and we’ve lost all norms of decency around this issue. But the contrast is telling.)

They need to start putting an asterisk next to any scores that were achieved with extra time or other accommodations. Perhaps colleges won’t care, and perhaps they will. Same with college degrees. The degree was conferred with special accommodations. Employers have a right to know what they’re signing up for. I’m sure the numbers would drop significantly after that.

Most awful comment on DCUM I’ve read in a while. You’re horrible.

Why? If they did not meet the same standards shouldn’t that be made clear?

An arbitrary time standard? No, it doesn't need to be made clear.

Meeting deadlines on exams and assignments is an important way to know if material was learned.

No you complete and utter moron. The ability to answer the questions or complete the assignment CORRECTLY indicates whether the material was learned, not how long it took them to write it down or whether they needed to type instead of write or whatever.

You are so stupid and nasty that you should be fired from whatever job you have right now.

I'm an NP and you are completely unhinged, not to mention wrong. The vast majority of jobs require daily deadlines, whether that's when you actually show up to work and what work you must complete in a certain timeframe. To pretend otherwise is nonsense.

Hey, idiot. I don't have the vast majority of jobs. I have 1 job.

[Anonymous]

Anonymous wrote:

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Anonymous wrote:Very interesting, I’ve only read the abstract but thought it might be of interest. Documents how private schools try to screen out disability at the earliest stages, to preference neurotypical and able bodied children.

https://journals.sagepub.com/doi/10.1177/00031224251326096

Of course. If you want to send your kids to a truly inclusive school, send them to public. Privates don’t really care about helping disadvantaged kids. Which is fine, but don’t pretend otherwise.

It’s not about disadvantaged students. It’s about disabled students.

But I take your point. This study is nothing new. Privates are not required to admit students with disabilities or support them beyond the very basics like extra time for tests. Privates, especially the very expensive ones, are not diverse. And they should stop pretending otherwise.

Privates are not pretending to be broadly diverse or help disabled students.

They only want diversity among high performing affluent students.

Of course they pretend. Warm, welcoming, diverse, inclusive of all kinds of kids. BS.

Only for the naive. The whole point of the admissions office is to exclude the undesirables.

You wouldn't be referring to people with disabilities as undesirable would you?

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Then why do over a third of the students at DC’s Big 3 get extra time? Why so much parent conversation about where to get evaluated, and how to complain hard enough to get more baroque accommodations?

(I mean, I know why. Everyone wants their bright healthy kids to have every possible advantage, and we’ve lost all norms of decency around this issue. But the contrast is telling.)

They need to start putting an asterisk next to any scores that were achieved with extra time or other accommodations. Perhaps colleges won’t care, and perhaps they will. Same with college degrees. The degree was conferred with special accommodations. Employers have a right to know what they’re signing up for. I’m sure the numbers would drop significantly after that.

My daughter is autistic. She has and needs accommodations and has had them since kindergarten. Something like 80% of autistic adults are unemployed, but thanks for the suggestion to make it even harder for her.

The real question is why 80% of autistic people unemployed. Isn't this a sign of societal failure?

Yes, it is a failure. We all know when the schools don't try to educate struggling students, they are more likely to end up in the prison pipeline which we all pay so much more for.

As a parent of a very bright student with multiple learning disabilities, my number one concern was making sure no teacher/admin made my kid hate learning. Teachers and Admins who make kids hate school are the worst.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Then why do over a third of the students at DC’s Big 3 get extra time? Why so much parent conversation about where to get evaluated, and how to complain hard enough to get more baroque accommodations?

(I mean, I know why. Everyone wants their bright healthy kids to have every possible advantage, and we’ve lost all norms of decency around this issue. But the contrast is telling.)

They need to start putting an asterisk next to any scores that were achieved with extra time or other accommodations. Perhaps colleges won’t care, and perhaps they will. Same with college degrees. The degree was conferred with special accommodations. Employers have a right to know what they’re signing up for. I’m sure the numbers would drop significantly after that.

Most awful comment on DCUM I’ve read in a while. You’re horrible.

Why? If they did not meet the same standards shouldn’t that be made clear?

Seems that you are misunderstanding the standards. Did the student learn the subjects? If yes, then they met the standards. If you as the employer, need specific skills, it is on you to make sure that you hire people with those skills. So if you need someone who can work quickly, it's on you to ensure you hire someone with that skill.

I don’t think time standards for submitting assignments or completing exams are arbitrary. A large part of learning material is being able to apply it quickly and solve problems efficiently. Extra time suggests the material was never learned.

You struggle understanding things. It is not true that needing extra time suggest material was not learned. Some people have slower processing speeds. You are the worst type of human to deal with when it comes to problem solving. You have strong opinions but are very ignorant. People like you screw up everything.

[Anonymous]

A "truly inclusive" school doesn't exist. If it focuses on the outliers then the middle gets short changed.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Then why do over a third of the students at DC’s Big 3 get extra time? Why so much parent conversation about where to get evaluated, and how to complain hard enough to get more baroque accommodations?

(I mean, I know why. Everyone wants their bright healthy kids to have every possible advantage, and we’ve lost all norms of decency around this issue. But the contrast is telling.)

They need to start putting an asterisk next to any scores that were achieved with extra time or other accommodations. Perhaps colleges won’t care, and perhaps they will. Same with college degrees. The degree was conferred with special accommodations. Employers have a right to know what they’re signing up for. I’m sure the numbers would drop significantly after that.

My daughter is autistic. She has and needs accommodations and has had them since kindergarten. Something like 80% of autistic adults are unemployed, but thanks for the suggestion to make it even harder for her.

The real question is why 80% of autistic people unemployed. Isn't this a sign of societal failure?

Yes, it is a failure. We all know when the schools don't try to educate struggling students, they are more likely to end up in the prison pipeline which we all pay so much more for.

As a parent of a very bright student with multiple learning disabilities, my number one concern was making sure no teacher/admin made my kid hate learning. Teachers and Admins who make kids hate school are the worst.

Public schools do try to educate everyone. They may not be successful as often as we'd like, but they do try.

[Anonymous]

Many public school classrooms have become dominated by the needs of special needs students. It isn’t sustainable. Of course, the prior world where these kids were warehoused and essentially ignored is something we can’t return to. I have no doubt that the warehousing would return absent existing guardrails. It’s a tough but to crack.

In the meantime, I send my kids to our particular private school in part because kids like him are the center of gravity, unlike at our prior DC charter school, which we actually liked for its warmth and community. FWIW, our schools does have some kids who need accommodations, but the school can modulate such intake in ways publics can’t. So maybe a school can handle one or two high-needs kid in a grade and serve them well, but not more than that.

But yes - some schools want nothing to do with disabled kids.

[Anonymous]

Anonymous wrote:

Anonymous wrote:The abstract lost me when it said it was a "qualitative" study.

So no samples, no sample size, and no controls. Its basically an opinion piece.

No need to read a paper to check that. For instance in my private schools kids with ADHD are gently invited to leave the school.

NP. I am a teacher at a local independent school. It's not a Big 3 but still competitive. This hasn't been.my experience at all. It's pretty routine to have a kid with an ADHD diagnosis in the class.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Then why do over a third of the students at DC’s Big 3 get extra time? Why so much parent conversation about where to get evaluated, and how to complain hard enough to get more baroque accommodations?

(I mean, I know why. Everyone wants their bright healthy kids to have every possible advantage, and we’ve lost all norms of decency around this issue. But the contrast is telling.)

They need to start putting an asterisk next to any scores that were achieved with extra time or other accommodations. Perhaps colleges won’t care, and perhaps they will. Same with college degrees. The degree was conferred with special accommodations. Employers have a right to know what they’re signing up for. I’m sure the numbers would drop significantly after that.

Most awful comment on DCUM I’ve read in a while. You’re horrible.

Why is it horrible? Employers would seem to be the people with the best knowledge of whether their jobs require, for example, high mental processing speed or if the requirements are less time focused. Letting employers know if the applicants outcomes required additional time would seem both transparent and relevant.