<p>All these LD student here seem to be functioning well
What about the LD students who are mid range? GPA 2.7 Average 82? What schools are for them?</p>
<p>jenrik2714, I only know about west coast colleges, and I do know there's some really great east coast colleges (more than west coast) that would fit what you're looking for but a few in the west would include University of Denver, University of Arizona, Cal State Northridge, and Cal State Monterey Bay. I've also heard good things about Menlo College and even Santa Clara.</p>
<p>As for LD tulane v brown, </p>
<p>-I got 2x at tulane, 1.5x at brown. I KNOW i could get 2x here i would just have to get extensive documentation, they say. I don' take many classes with tests anymore so i haven't bothered
-I got a notice that i may miss some class (now i just tell my profs this and they are chill with it, but it's just easier when you have that piece of paper it makes you feel like less of a slacker)
-One time a TA like didn't get it and wrote me and email about my disrespect and clandestine ailments and I told DSS adn they absolutely FLIPPED A $HIT and went psycho on the TA's as$, who wrote me an apology email and all this stuff. like they totally go to bat for you. at brown if something happens it's like, well, let's get more information before we can do anything.
-i'm supposed to get a single room but they always try to put me in a "quiet" room with others. i get one if i push but i'm not very good at pushing.
-at tulane i had to take a math final that was multiple choice, and i have a lot of problems with slipping decimals and flipping digits and stuff, and you do that on a mulitple choice test and you don't get any points, all or nothing. i have a lot of problems with anxiety too, so i was like doubly flipping out, and so they let me turn my double time into all day testing (only like an extra hour or so) and bring in bob dylan cd's cuz it' calms me down when i get really anxious as long as i showed them they were real cd's, and i got do this without like express written permission for bob dylan. Basically, they just kind of "took your word for it" a lot more than Brown does.</p>
<p>Also all you had to do to arrange your tests was fill out a form with dates of all your tests at the beginning of hte semester and then show up at hte center. At brown there is no center, you're somewhere dif every time, you have to square the test with the teacher yourself, bring the letter with your accomodations yourself, etc. </p>
<p>It's fine, it's just not as good. it's like good versus deluxe, ya know?</p>
<p>as for transferring, couldn't be happier. there's much more to a school than their LD services. the people here are a much better fit for me, much more focused, i can play rugby, craft my curriculum, it's not as much of a party community (its a good balance), good QA, much, much dif greek scene. just all around much better for me. i can't reccomend brown enough, despite its lacking dss. a lot of people, when i mention the person in charge, go, "oh i love her" and i'm like...yeah.........so i think a lot is comparison</p>
<p>Jenrik,</p>
<p>D2 has similar stats (w/ respectable 10th grade PSAT). Schools tentatively on my list for her: Clark, Guilford, Elon, UNC-Asheville, McDaniels, Roanoke and UVM. If she were willing to consider the mid-west I'd add Earlham, Wooster and Wittenberg, off the top of my head.</p>
<p>We live in the Chicagoland area
My daughter is considering Eastern Illinois University. We visited the campus and she loved it. It is not to big or not too small. We were told that the professors do take the time to explain things to them. I think she wants to attend EIU</p>
<p>She is also going to take the block style classes her senior year in a separate building with kids from both of the high schools in the district. On Fridays, it is mandatory that they meet with the teachers on Fridays. The class room size is smaller.</p>
<p>I'd like to bump this thread, as its approaching that time of year again, and it would once again be pertinent.</p>
<p>Anyone have information about Oberlin?</p>
<p>Inquisitive Mom, I don't. But, thanks obiCello for bumping. In early April, when we find out where our son gets in, I'll definitely have questions about people's experiences with the LD services. We've met with the heads of disabilities services at two schools (Brown and Tufts), who seemed pretty attuned to helping, although ClaySoul's experience with them at Brown appears to be mixed.</p>
<p>My son is a junior in HS with an IEP due to a traumatic brain injury he suffered at 15 months of age. He is missing half his field of vision in each eye. He scored a 32 on the ACT and wants to study computer science in college. He takes all honors and AP classes. I am very concerned as to where he should study in the future. He does advocate well for himself at school but he has poor time management skills. He can afford to go to any college he wants and take a reduced courseload (if the school permits). He plans to write about his disabilities in his applications. I have some questions -- Is it appropriate to meet with the Office for Student Support at the same time as our first tour of a college? Also, how does one find out if students can take a reduced courseload and still be considered full-time at a particular college? Lastly, can someone tell me the strongest computer science programs out there? Thanks in advance for any help!</p>
<p>piestone, it is appropriate to meet with the heads of disabilities services (or whatever name they go by at each school). My son and I did that at the two schools we visited and they were gracious and helpful. We did not ask about reduced courseload. In another thread, compmom reports that her daughter's Ivy will allow her to take 3 courses (rather than 4, I assume) but not 2. So, it is worth asking.</p>
<p>I think you can find rankings of computer science departments, but Stanford, MIT, niversity of Illinois at Champaign-Urbana and Carnegie-Mellon are always among the top programs. Well, here's a ranking: Search</a> - Computer Science - Best Graduate Schools - Education - US News and World Report. I guessed 4 of the top 5.</p>
<p>shawbridge, thanks so much for replying to my post! I think we have a lot of research to do in the coming months.</p>
<p>hey guys,</p>
<p>I don't exactly have a LD, but I was diagnosed with bilaterial profound deafness, where I wear cochlear implant. In other words, I have been deaf for my whole life, but I can speak and hear....to an extent. Like anybody else with LDs, I've had my share of struggles and difficulties. I knew that I can be good as academically as anybody else, except I had to work a little harder.</p>
<p>When the time came for me to apply to colleges, I had applied to all top tier colleges: MIT (Accepted early action), caltech (rejected after deferred early action), Uchicago (deferred early action), Harvard, Yale, Stanford, Wellesley, Princeton, Yale, Columbia Engineering, and Upenn. </p>
<p>But I was also wondering how did the deaf and disabled students fare in those colleges like those? So far, the MIT disabilitiy office was very helpful so far for me, and even contacted me early on after I emailed to them I had been admitted early. I currently know a deaf student at MIT who will graduate this year. He said it was a lot of work and quite difficult, but I can make it. Another is a deaf friend at caltech as freshman. Caltech was a breeze for him and did accomdate his needs very well, which was my impression.</p>
<p>But I am still kinda worried that I might be able to hear or get anything important in classrooms, fall behind on psets (like take too long to finish it), and then drop out. So far, I know MIT is super tough, but it is, like, near to the top of my choice for a college, followed by Harvard and Stanford (if i get into those two).</p>
<p>So, I would say that after you have been admitted, contact the disabilty office, talk about what you can get out of that school, etc. ahh, I g2g. the bell's going to ring soon!</p>
<p>wildchartermage, talk to the head of the disability office at each school if you can. Be clear on the accommodations you need. Ask how decisions get made on this. Ask what they do for kids like you. See if you can speak to someone who has similar issues.</p>
<p>I qualify for extended time on standardized tests, but decline it. Miss-guided morals maybe but I feel that its just not something I need and provides a unfair advantage. On the other head I do make use of a computer to type essays because dysgraphia makes writing anything more then a page excruciatingly painful. I took me 4 tries to get excruciatingly close enough to be picked up by spell check, but math tests I simply dont need it.</p>
<p>I’m curious if anybody here who is dyslexic has attended Mary McDowell Center for Learning for their primary and/or middle school years? If so, are you finding that you are well prepared for college demands? My daughter is currently in 5th grade at MMCL and I’m concerned that the school, while specifically designed for LD-kids and great from the social-emotional point of view, doesn’t push the academics enough.</p>
<p>bumping this thread</p>
<p>Sometimes I have to wonder about if the “accommodation” thing is not overplayed. We are all different. Gaming the system for special favors for the “few” is awfully wide spread. </p>
<p>In the #1 8th-grade MCAs scoring school in Massachusetts, fully 23% of students have IEP (individual education plans) and are allowed extended time. The Special Ed department is constantly ■■■■■■■■ for more students, who bring in federal and state money. A new Charter School (general curriculum/not specialized) in western Massachusetts is finding that 25% of students request accommodations.</p>
<p>In D’s second tier Prep school so many Senior Calc students were entitled to extended time accommodation, the teacher stopped having time limits on all the test for all the students. Everybody’s grades went up. </p>
<p>There are students who need help, but when so many are getting accommodation, one begins to wonder about unfair gaming of the system.</p>
<p>LD is becoming so universally applied, that</p>
<p>Okay, toadstool-- but maybe the real issue IS that it is a system. Gaming the system is an interesting phrase in that it somehow implies a type of “cheating.” But, the real question is probably whether or not the “system” as it now exists even serves the cause of education, at all.</p>
<p>What you are talking about is an “output” issue. ie. How does a student “show” that he or she has “learned” what is being taught. The issues revolve around showing knowledge. If the function of the educational system is to educate, then the function of testing is to ascertain whether or not a student has, in fact, learned what is being taught, and not whether or not that same student can show what he or she has been taught in a set amount of time. All test time limits are really just expediency issues. ie, an English class lasts 40 minutes, therefore you have 40 minutes to finish the test. It is not an issue of knowledge, per se. Moreover, speed in test taking is not really the definitive measure of deep critical thinking and comprehension.</p>
<p>So, what you are really defending, when you defend the system is output regualation and not education or real testing of knowledge gained. Tests should really just be used to measure what a student has learned as a way of figuring out what they still need to learn and not as a way to measure success. Also, it is questionable whether any test measures the studens ability to learn or the teachers ability to teach the material. These are very open to debate, though the onus is always on the student.</p>
<p>The post you make assumes that “the system” is not flawed. I say the system IS the problem and it is what keeps most students from achieving thier full potential. The emphasis on time or on form does very little to actually show how deeply and idelibly a concept has been integrated into an entire thought system. </p>
<p>pysicists showed long ago that what you are testing for influences the outcomes of what you will find. So, I would advocate a 'system" which tests for understanding and not a system which tests for speed. As everyone knows speed comes with time and fluency is gained with true conceptual understanding. Measuring for speed, in fact, simply limits the actual efficacy of the testing, which is supposed to be to make sure the teacher can fill in the blanks in knowledge. I would suggest the paradigm of testing itself is the issue, and not the students need for more time to express on paper what it is they have learned in the class.</p>
<p>i dont want to seem mad when i say this but Ihope you have this so wrong, at least i think so. I am a student with an LD. I am the kid who gets extra time and tests as well as them read to me, and honestly i am one of the top students in all my classes. Just because I have an LD and do well does not mean i abuse it. I go through testing every few years. I am evaluated by my teachers and have meetings to talk about my LD often. There is no playing the system at least at my school. The reality is that students with LD’s are just as bright as any other student we just learn differently, get the name? We are often students who are more determined and focused to accomplish tasks that at times seem as if there is no light at the end of the tunnel. So forgive me but I am offended that you think that we are automatically stupid just because we learn differently.</p>
<p>toadstool, there are two separate issues. </p>
<p>First, which poetgrl and pkelly address, is whether it is appropriate to conflate speed with either intelligence or understanding of the material. I might have had the same thoughts as toadstool, because neither reading, writing nor processing speeds were ever a problem for me, until I met my son. He was clearly incredibly smart and this was recognized by almost everyone. Full and complex sentences by his first birthday. Could solve math problems in his head that were remarkably complex for his age. Had complete recall of books read to him [e.g., found a logical contradiction of sorts in the Lord of the Rings between something stated in book 3 and book 1 many hundreds of pages apart] which I read to him each night when he was in first grade. But, he couldn’t read and his speech was somewhat delayed. But, his giftedness was recognized by almost everyone, including his K and 1st grade classes, who would wait without teacher prompting to hear what he had to say even though there was a significant delay in getting there. Then it turned out that he just couldn’t read or write. My sister, who is a neuropsychologist, told me to get him tested in grade 1 or 2 and predicted a 50 point differential between Verbal and Performance IQ, where the median IQ is set to 100. The former is untimed, the latter timed. She was exactly correct. VIQ, which is something like raw horsepower was extremely high. PIQ was like a normal person. The psychologist who did the testing told us that all timed tests would ever tell about our son was that he worked slowly and would not test comprehension or thinking. </p>
<p>As I learned this, I started reading and talking to people and realized that in our society, we incorrectly conflate speed and intelligence. Someone who is not very smart is “slow” where as a bright kid is called “quick.” That may actually be appropriate to the vast bulk of the population but is not appropriate for everyone. My father was a brilliant theoretical physicist. He told me the story of a physicist named John Bardeen, with whom my father worked early in his career. Apparently, if you asked Bardeen a question, he was unable to answer that question quickly. Indeed, he would usually come back the next day with an answer. That answer was typically unusually deep. Had Bardeen been judged based solely upon timed tests without accommodations, he would have fared poorly. Was he unintelligent or not deserving of a spot at one of the best schools? Bardeen shared the Nobel Prize in Physics in 1956 for the invention of the transistor, without which we wouldn’t have high speed computers let alone the internet, and again in 1972, for a well-developed theory of superconductivity. Extraordinary – one Nobel for a practical device and another for deep theory. Most colleges now would be thrilled to claim him as an alumnus. Timed tests are biased against people like Bardeen with certain processing, reading and writing issues. Failing to give accommodations just means a) denying opportunities to people whose underlying understanding will be better than those with comparable scores on timed tests; and b) deny elite institutions from identifying the brightest kids.</p>
<p>So, on this, I am in poetgrl’s camp and think what your D’s prep school did in just getting rid of the timing for tests (at least in calculus). A system that thinks quickness and understanding are the same is flawed.</p>
<p>Then there is the second issue. Do people “game” the system? When my son’s request for double time was initially denied by The College Board, his SpEd caseworker was irate and told me that there were kids who magically discovered LDs in the last couple of years of HS and in our affluent town, parents were effectively going out to purchase these diagnoses. Studies by the TCB seem to show that extra time on the SATs does not help kids without LDs and does help kids with LDs. But, would it help on other tests in HS? Could easily do so. For example, I got into a tussle with my son’s math teacher, who gave him double time on tests but decided he didn’t have to on quizzes. He got the highest mark in the class on every test but was betting B’s on the quizzes. The teacher said to me that the strong students finished the quizzes in 10 minutes and that everyone finished in 15. I pointed out that if the input/output was slow, then my son was actually getting less thinking time than anyone else and if he was trying to compare understanding and clarity of thought, my son should get the extra time on quizzes just so that the results would be comparable. After a while, he concluded that a) I was logically correct; and b) I was a gigantic pain in the rear end to argue with, so he started giving my son extra time on the quizzes and guess what, he got a 100 on every subsequent quiz. Could extra time help other kids if tests didn’t really fit in the allotted time? Yes. Good. Rather than having only some kids with proactive and/or affluent parents get extra time for their kids, give it to everyone so that each kid can demonstrate knowledge and thinking.</p>
<p>In this too, I’m thus with poetgrl. It may be administratively inconvenient, but just give all kids the time they need to finish. No need for gaming.</p>