<p>If college admissions is the only time where being smart should really pay off, then it is even more understandable that people with this form of “currency” would want the process to be fair. I’m not saying LD accomodations aren’t fair, but in general, I don’t think the “life is unfair, so it’s better to learn about it now” argument holds water. Personally, I think it all depends on what exactly you are trying to assess. If speed of processing information isn’t a primary goal, then go ahead and give extra time.</p>
<p>And again, I think words and phrases like “bias”, “level the playing field,” and “discriminate” muddy the waters in this debate.</p>
<p>Furthermore, what is the difference ethically between giving extra time to someone who may have ADHD versus someone without a DSMIV-listed condition but who just happens to be a slow thinker or who doesn’t have a great attention span? Likely both are somewhat genetically based and through no fault of the testtaker.</p>
<p>I think you make some good points, but I don’t think greenbutton was saying, “Life is unfair.” I read his or her post as saying something along the lines of, “In real life, being smart is not the only thing you need to succeed.” This was in response, I think, to clandarkfire’s statement about “the reality of the situation.” </p>
<p>I don’t think anyone could seriously dispute clandarkfire’s statement that “certain disabilities will inhibit people from entering a particular field.” It’s also true, however, that people with “certain disabilities” will be accommodated because they bring something valuable to the table. </p>
<p>Are there any adults on this thread who haven’t encountered bright young people who expect their brains to not only open doors but also to cover for the lack of other skills? Frankly, I learned rather late in life that my brainpower (considerable as it is, if I do say so myself ;)) is quite often the least relevant factor in succeeding as a colleague, as a supervisor and as a parent.</p>
<p>My impression and expectation is that the initial sorting of people in careers is done through their academic achievement. After all, school is a job. </p>
<p>And social skills do impact recommendations. If you don’t get along with teachers (are disrespectful, blurt stuff out, or are just unusually awkward,) you won’t get good recommendations.</p>
<p>I think most people’s expectations is that school IS their job right now, and that performance in related tasks (exams, projects, standardized tests) should be fairly rewarded.</p>
<p>^ Agree with all of this. But I think one has to temper one’s outrage at perceived unfair advantages that “other” people get. I haven’t thought hard enough or done enough reading to know how I feel about ADHD kids or LD kids getting advantages that someone with another DSM-IV diagnosis doesn’t get.</p>
<p>“Do you really think an employer at a competitive business is going to give your son 50% more time to complete his assignments because it makes him feel all warm and fuzzy inside, when he could just as well hire someone else at no cost to himself?”</p>
<p><em>sigh</em>. Since you bring it up: my son is already gainfully employed in a field that he loves, excels at, and his employer had many people to choose for that position. Can’t speak to how warm and fuzzy that makes his employer feel, but out in the world, many sorts of things happen that might not make sense to SAT prognosticators. </p>
<p>Thank you absweetmarie, for clarifying! That is, indeed, what I was trying to say.</p>
<p>LD students have enough hurdles, and people pretending to have an LD in order to gain some advantage on a test that might not matter all that much, in the end, only make it more difficult.</p>
<p>I figure the kids who need it deserve any accommodations they can get, and those who choose to game the system get to live with themselves. Unfortunately, those who game the system don’t often see how wrong what they are doing is.</p>
<p>Reminds me of the ancedote “you’re a staunch Republican until you lose your job, face major medical bills, experience a natural disaster, and/or face a financial catastrophe; then you become a Democrat and want governmentally-sponsored safety-nets”. New York Times is filled w/interviews in past few years of such life-experience stories. Likewise, some parents of able kids question educational accommodations for other people’s LD kids who aren’t obviously handicapped, their underlying concern that there’s some sort of “life advantage” granted. Our kid is a prime example of such LD kid, with very wide spread between high verbal IQ and low processing speed (Aspergers-related symptoms too), NOT COACHED by us, teachers, or evaluators. ACT/SAT now requires a separate expensive educational psychological education testing report for test-accommodations to be granted; IEP, 504 Plan, and self-reporting no longer acceptable documentation. He’s an academically strong student, “extra time for tests” is his “safety net”.</p>
<p>The data on regional, cultural, and ethnic differences with regard to the treatment of ADHD, controlled for income and insurance coverage, is felt to be quite intriguing. </p>
<p>Not about “faking”, I know, but it doesn’t seem that black and white to me.</p>
<p>I’m surprised to hear that so many people are getting SAT accommodations. My son did not even apply for extra time for the SAT because we heard it was virtually impossible to get with a diagnosis of ADHD.</p>