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[quote=Anonymous][quote=Anonymous][quote=Anonymous]That's precisely what the poster said.  Let's work together to ensure that the system is not abused for benefit of the LD kids.[/quote]

[i]I guess I am not convinced that giving non-LD kids extra time is really a benefit or somehow disadvantages my LD kid.  She needs extra time to get the work done.  She has it.  Non LD kids don't need the extra time and it's not clear that extra time is going to improve their performance relative to hers.  I have one of each and my non-LD kid doesn't need extra time.  He usually doesn't even need the time he has. Giving him extra time wouldn't increase his grade or his scores.[/i] The difference between their learning and testing styles is stark.

I also think, based on my limited experience to be sure, that there is a perception of abuse by grumpy parents like to OP who feel like their kid may be disadvantaged but I am not sure there really is that much actual abuse.  Our school had strict testing requirements and a process for receiving extra time or other accommodations.  The College Board has really clamped down on it and denies more applications than in the past. Seems like there are typically more accusations/assumptions than facts in these types of discussions.[/quote]

I am a previous poster, but not the original poster, who wrote about my DC's experience, wherein their teacher at a very top private suggested that they [i]might[/i] visit with the school's learning specialist to see if extra-time accommodations were needed for their testing.  My DC works -- as I did in back my school days -- very slowly through their exams, often having to read a question or the material more than once to fully absorb it.  DC was a straight-A student, hovering at an A- when the teacher suggested this.  Now perhaps the teacher, an expert in working with young adults, really did notice some signs of an LD, and perhaps I have also always functioned with an undiagnosed LD (I would not be surprised if this were true, because I work through things at a noticeably slower pace than most of my peers, including my "more intelligent" sibling).

In any case, my DC did not pursue the option to meet with the in-school specialist, and be evaluated for the extra exam-time accommodation.  It could be that the in-school specialist would have referred us to an outside psychologist for further evaluation, but that was not my impression of the process.  If my DC had met with the learning specialist, though, then they [i]might[/i] have been granted the additional  exam-time.  In our case -- at least -- DC would definitely have benefitted from the extra time because they rarely were able to complete the last 1-2 questions of an exam.  With the extra time to complete the omitted questions, DC [i]might[/i] have been an A student, instead of an A- student, in that class.  That would likely have impacted the grades of the other students -- including her truly LD peers -- because they are graded on a curve.    [/quote]

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