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[quote=Anonymous][quote=Anonymous][quote=Anonymous]This doesn't make sense to me. Being allowed to take a test in another location is one issue. Being given extra time is another issue. There's NO reason he should have to leave the main testing area if he gets extra time. And there's NO reason he should have to STAY in the separate location if he's finished a test. And there's NO reason they should refuse him extra time on the SAT just because he doesn't use extra time on a chapter test or something. If I were you I would look into all these things.

If it helps, OP, I have severe learning disabilities and had an IEP as a kid (504 didn't exist then) which allowed me a separate testing location and extra time. I needed NEITHER. Having to go to "the retard room" (resource room) was social suicide as someone else said. And because the worst-behaved kids were there, it was actually more distracting and louder than staying in the regular classroom. Also, I NEVER needed extra time at all. By the time a test came, I either knew the answers or didn't - I had zero need for extra time.

My parents talked me into taking the SAT in the "retard room." We had to all sit with an extra desk between us and each person. Sam, Empty, Lauren, Empty, Chris, Empty, etc.

The kid sitting behind me spent the entire SAT using his feet to pull the chair-desk-combo between he and I, back towards him before ramming it into the back of my chair. Repeatedly. I got whiplash. I was not allowed to move to a different seat. He was not forced to move or stop. As always, I did not need extra time. It would have been a calmer environment to take the SAT in the gym with everyone else. [/quote]

So, since you did not need any accomodations and did not seem to have any difficulties with tests, what was your "severe learning disability" that necessitated an IEP?  You seem to be very condescending and negative about students who have a learning disability and need an accomodation.  Calling a quiet room to take tests the "retard room" reflects on yourself and insecurities about appearances.[/quote]

At the time, my LD's had not yet been diagnosed. All the school knew was that I didn't do over 50% of my homework and barely passed many of my tests. So basically to them, I was simply a non-performer. They gave accommodations that cost the district nothing since they had these in place for other kids already. I called it the "retard room" because that's what EVERYONE called it. Hell, even the teachers sometimes slipped and called it that. (Interestingly we had a program in our district for the mentally retarded kids, and nobody would ever dream of calling the classroom all of them were in a retard class.) I absolutely had difficulty with tests, in that I didn't know the subject matter. I could group words together that all talked about the same thing, but couldn't define them or say how they were related. So if you said "Revolutionary War" I could say "East Coast" "British" "Boston Tea Party" in response. If you said "atom" I could say "proton", "neutron" and "electron." But I don't know how any of those are connected. [/quote]

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