Anonymous wrote:

Anonymous wrote:

Anonymous wrote:No one should get extra time. It is just a scam for the wealthy to push their kids above the others.

In real life you don't get extra time.

at work, I give extra time all the time.

Where do you work? I don't know many professions where you just get extra time. I would be curious

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I know this sounds crazy, but I don't see how extra time helps. I was smart and affluent and always finished early. I'm a fast reader and extra time wouldn't have helped me.

It does not help. This is very well documented. People want to believe it would help so they can blame kids with LD's for their kids low scores.

It isn't well documented. Stop making stuff up

give your kid the test timed, then untimed... compare the score.. your child is not going to magically become a genius with a few extra minutes.

I tried it. The scores were indeed much higher untimed.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:College Board approves 94% of requests??? So there is no real investigation? Who ever said it was difficult to get extra time accommodation is full of hog wash. A 94% approval rate is not an indication that it is difficult to get approval.

College board requires proof of diagnosis for accomodations. Once you have a qualified diagnosis, who is the College Board to say that the kid's diagnosis isn't valid? Getting an evaluation to get a diagnosis is an $$$ multiday process. All of you people implying that parents and kids are faking should count your lucky stars that your kid doesn't have a learning disability or other learning challenges.

So you are saying every person getting extra time truly has a learning disability that requires another hour of time to complete the test?

You have no evidence to doubt that they have a "true learning disability". A qualified medical professional has made the diagnosis according to the criteria of their profession and recommended accommodations as appropriate. In most cases the student has accommodations documented at their school in the form of a 504 or IEP, evidence that the school finds the disability compelling. But go ahead believing that all these kids are "fakers" since that's your worldview.

Many of our kids struggled since birth and by age 2 are in many hours of week therapies. Those who deny the need do not have kids with struggles or struggles themselves.

+1 They like to feel victimized by kids struggling with medical diagnoses. Really, the only way these people are underprivileged is by having a complete lack of empathy.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:College Board approves 94% of requests??? So there is no real investigation? Who ever said it was difficult to get extra time accommodation is full of hog wash. A 94% approval rate is not an indication that it is difficult to get approval.

College board requires proof of diagnosis for accomodations. Once you have a qualified diagnosis, who is the College Board to say that the kid's diagnosis isn't valid? Getting an evaluation to get a diagnosis is an $$$ multiday process. All of you people implying that parents and kids are faking should count your lucky stars that your kid doesn't have a learning disability or other learning challenges.

So you are saying every person getting extra time truly has a learning disability that requires another hour of time to complete the test?

You have no evidence to doubt that they have a "true learning disability". A qualified medical professional has made the diagnosis according to the criteria of their profession and recommended accommodations as appropriate. In most cases the student has accommodations documented at their school in the form of a 504 or IEP, evidence that the school finds the disability compelling. But go ahead believing that all these kids are "fakers" since that's your worldview.

Many of our kids struggled since birth and by age 2 are in many hours of week therapies. Those who deny the need do not have kids with struggles or struggles themselves.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:My DD has multiple medical and learning disabilities including very slow processing speed, receptive and expressive language disorders and moderate hearing loss. She also has a high IQ and worked extremely hard in school to get a high GPA in honors an AP classes, but always had a 504 for extra time, because that was the single thing that leveled the playing field for her. I think everyone should Have extra time, but please don't assume that students who get the accommodation don't need/deserve it. If you observed how hard my DD works to keep pace, you would have a different view, I think. She used her extra time accommodations on ACT and SAT. Her good scores were consistent with her abilities and the school she chose has been a really good match, but she still has to work very hard, take a slightly smaller class load in order to keep up and manage her medical conditions. She receives accommodations at her university and is aiming for a profession that will be a good fit for her strengths. Accommodations for disabilities were made for students like my DD. I know that there have been abuses, but the remedy is not to question their use when fully warranted.

i mean kudos to your daughter for working hard, but how is this even possible? what does it mean to have a high IQ if your processing speed is very low?

you don't understand that going fast does not mean you are smart?

http://everyday-learning.org/fast-but-slow-processing-speed-and-the-gifted-child/

it was a rhetorical question. every common sense of intelligence requires that a person thinks quickly. it's to all there is, but it's an important part. this is just another example of concepts being twister beyond recognition so that everybody feels smart or whatever.

Speed is not a significantly g-loaded measure.

Slow processing speed seems fairly common in the (intellectually) gifted crowd, so common that there's a shorthand for twice-exceptional, 2e.

Imagine if the ACT or SAT was at a 5th grade level. Should the 11th graders who complete it fastest and most accurate be deemed the most able?

Anonymous wrote:

Anonymous wrote:While we're at it, should we get rid of other accommodations for kids with disabilities? How about we get rid of readers/scribe/braille for kids who are blind or alternative methods to record answers for kids with physical disabilities? If you think (as I do) that that's unfair, why is getting rid of necessary accommodations for kids with invisible disabilities any different?

Generally speaking, the college boards will approve accommodations that the school has already granted and that the student regularly uses. My child misses out on a lot because of (needed) extra time on tests. Is your child willing to do that?

Having a cut off for new, suddenly discovered disabilities junior year would go a long way.

alternatively, why not have blind people perform surgery? you go first!

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:My DD has multiple medical and learning disabilities including very slow processing speed, receptive and expressive language disorders and moderate hearing loss. She also has a high IQ and worked extremely hard in school to get a high GPA in honors an AP classes, but always had a 504 for extra time, because that was the single thing that leveled the playing field for her. I think everyone should Have extra time, but please don't assume that students who get the accommodation don't need/deserve it. If you observed how hard my DD works to keep pace, you would have a different view, I think. She used her extra time accommodations on ACT and SAT. Her good scores were consistent with her abilities and the school she chose has been a really good match, but she still has to work very hard, take a slightly smaller class load in order to keep up and manage her medical conditions. She receives accommodations at her university and is aiming for a profession that will be a good fit for her strengths. Accommodations for disabilities were made for students like my DD. I know that there have been abuses, but the remedy is not to question their use when fully warranted.

i mean kudos to your daughter for working hard, but how is this even possible? what does it mean to have a high IQ if your processing speed is very low?

you don't understand that going fast does not mean you are smart?

http://everyday-learning.org/fast-but-slow-processing-speed-and-the-gifted-child/

it was a rhetorical question. every common sense of intelligence requires that a person thinks quickly. it's to all there is, but it's an important part. this is just another example of concepts being twister beyond recognition so that everybody feels smart or whatever.

Anonymous wrote:While we're at it, should we get rid of other accommodations for kids with disabilities? How about we get rid of readers/scribe/braille for kids who are blind or alternative methods to record answers for kids with physical disabilities? If you think (as I do) that that's unfair, why is getting rid of necessary accommodations for kids with invisible disabilities any different?

Generally speaking, the college boards will approve accommodations that the school has already granted and that the student regularly uses. My child misses out on a lot because of (needed) extra time on tests. Is your child willing to do that?

Having a cut off for new, suddenly discovered disabilities junior year would go a long way.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:My DD has multiple medical and learning disabilities including very slow processing speed, receptive and expressive language disorders and moderate hearing loss. She also has a high IQ and worked extremely hard in school to get a high GPA in honors an AP classes, but always had a 504 for extra time, because that was the single thing that leveled the playing field for her. I think everyone should Have extra time, but please don't assume that students who get the accommodation don't need/deserve it. If you observed how hard my DD works to keep pace, you would have a different view, I think. She used her extra time accommodations on ACT and SAT. Her good scores were consistent with her abilities and the school she chose has been a really good match, but she still has to work very hard, take a slightly smaller class load in order to keep up and manage her medical conditions. She receives accommodations at her university and is aiming for a profession that will be a good fit for her strengths. Accommodations for disabilities were made for students like my DD. I know that there have been abuses, but the remedy is not to question their use when fully warranted.

i mean kudos to your daughter for working hard, but how is this even possible? what does it mean to have a high IQ if your processing speed is very low?

you don't understand that going fast does not mean you are smart?

http://everyday-learning.org/fast-but-slow-processing-speed-and-the-gifted-child/

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:College Board approves 94% of requests??? So there is no real investigation? Who ever said it was difficult to get extra time accommodation is full of hog wash. A 94% approval rate is not an indication that it is difficult to get approval.

College board requires proof of diagnosis for accomodations. Once you have a qualified diagnosis, who is the College Board to say that the kid's diagnosis isn't valid? Getting an evaluation to get a diagnosis is an $$$ multiday process. All of you people implying that parents and kids are faking should count your lucky stars that your kid doesn't have a learning disability or other learning challenges.

So you are saying every person getting extra time truly has a learning disability that requires another hour of time to complete the test?

You have no evidence to doubt that they have a "true learning disability". A qualified medical professional has made the diagnosis according to the criteria of their profession and recommended accommodations as appropriate. In most cases the student has accommodations documented at their school in the form of a 504 or IEP, evidence that the school finds the disability compelling. But go ahead believing that all these kids are "fakers" since that's your worldview.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I know this sounds crazy, but I don't see how extra time helps. I was smart and affluent and always finished early. I'm a fast reader and extra time wouldn't have helped me.

It does not help. This is very well documented. People want to believe it would help so they can blame kids with LD's for their kids low scores.

It isn't well documented. Stop making stuff up

give your kid the test timed, then untimed... compare the score.. your child is not going to magically become a genius with a few extra minutes.

Anonymous wrote:I know this sounds crazy, but I don't see how extra time helps. I was smart and affluent and always finished early. I'm a fast reader and extra time wouldn't have helped me.