<p>My son was given time and a half in a room by himself. It worked very well for him and he used all the time that was available to him.</p>
<p>Epiphany,
A tutor told my LD daughter that she would "improve incrementally" on standardized tests. This turned out to be true and helped her a lot because it kept her anxiety down while she was doing the improving. If your d is willing to keep plugging away, the ACT is good becuase she's got score choice.</p>
<p>Thanks also for those last 4 helpful replies (19-22)! You make some good points, Diane. Of course, there are a few separate strands of thought & topics in your last post. As I mentioned in my PM, teaching methodology is yes, important to success for many students, not just the LD variety. However, one reason for that (& depending on the subject being taught) is the multitude of tools utilized by the competent teacher, allowing students of many different styles, abilities, & disabilities to benefit -- both from the divergence itself & from the repetition which is a by-product of divergence.</p>
<p>mom60, excellent point about there being possibly indirect benefit from SAT prep.</p>
<p>spinner, I've also heard that (benefit from regularity of the practice itself -- the comfort level, the reduction in anxiety; helpful for any student, but for the LD-er, this can also translate to reduction in disorientation, which is a factor that aggravates the processing pitfalls).</p>
<p>I love the comment about the "group home," Diane. Very amusing. And congratulations. My D has announced that she "doesn't want an Ivy." (Yes!) </p>
<p>^^<em>Mom raises thumbs in relief</em>^^</p>
<p>Even though College Board is "cracking down," getting approval for the untimed SAT is MUCH easier than approval for ACT. </p>
<p>I know of many families whose chrn have taken untimed P/SAT exams, but I can't recall a single child who was approved for the untimed ACT untimed.</p>
<p>Just a general comment: the purpose of the academic adjustments are to level the playing field for the student with disabilities; to take the disability as much as possible out of the equation. The idea is to test the student's knowledge, not their disability. So if you think that extended time for testing will make a significant difference for your child, and if you believe that it is worthwhile to spend the money for testing, go ahead.</p>
<p>Well, my daughter didn't really "want an Ivy," either. She wanted to study Egyptology. Brown is the only place with an undergraduate degree in it in this hemisphere. Three other places in this country have ancient near eastern studies majors; two other Ivies and Chicago. It would have been less nerve-wracking if there had been easier admission places to fall back on -- and undoubtedly cheaper. As it was, she had to go with a safety that has a good general archaeology program.</p>
<p>well articulated, tsdad. How I wish others (for example, CC students who do not understand the <em>lack</em> of "advantage" for an accommodated LD-er) could see it the way you express it.</p>
<p>That is so cute, Diane. You probably mentioned the Egyptology thing once. That has a familiar ring to it. Another proof that people are not necessarily seeking "status" when seeking a particular school which coincidentally is highly ranked; rather, they're often seeking a program of study -- not to mention a location or something irrelevant to status.</p>
<p>nyc, that also rings a bell. At this point it looks as if it may be wise to plan & prep for both tests, without getting hyper about either. If accommodation (for the SAT) comes, it comes. In either event, I'll encourage the ACT as well, with whatever circumstances we get. And then I think we'll just let the chips fall where they may. I do have a concern about the size of a State school if she ends up there because of scores alone. Generally better to have LD'ers with less to "manage" & less to reduce, but we'll have to cross that bridge at the appropriate time.</p>
<p>I've been a School Psychologist who has dealt with these issues for over 20 years. First off one of the questions the College Board asks in the request for accomodations form(filled out by the school's testing coordinator) is "have the requested modifications been consistently used for the past two years" if they haven't the CB is likely to deny right there. Another point is that it is VERY easy to have a private evaluation done and have them come up with a "disability".....the term is much overused. All students have "weaknesses" that most times do not rise to the level of a "disability". The standard isn't "they could do better" if they had modifications (almost every kid could) the standard is do they "need" modifications to be successful. This really applies to everyday school and is not suppossed to be implemented for performance on one specific test. The definition of "successful" is left to the granting institution,....the school or in this case the CB.</p>
<p>CSdad,</p>
<p>As a private evaluator, and one who has "evaluated" the evaluations of other professionals, you are correct in how easy it is to label kids with a disability. Simple discrepancies among subtest scores are common, but not always indicative of a disability, but simply a learning style or preference.</p>
<p>However, the CB is savvier now, and requires statistics and data, as opposed to simple diagnostic summary or evaluator's analysis, in order to grant accommodations. And yes, it is two years, not one, in which the student must have received the accommodations being requested for the SAT.</p>
<p>Found this post -- I'm new to this thread. This is kind of long winded till I get to my question.... but... I always find help in learning other LD parents' trials & tribulations.
My son was identified as dysgraphic in 4th grade. HE is also somewhat dyscalculic. We say he "cannot see the trees for the forest". He gets the big picture, but has a hard time seeing the components. All I can say, is what a strange trip the last 10 years have been! Dysgraphia is so much more than just a motor coordination dysability. For my son, it's a way of looking at the world, and giving back information. Things need to make sense to his internal filing cabinet. You can't tell him how to organize things. It has to be his way, or he can't process it, or retrieve it.
He has a 504 modification plan in school. His first 2 evaluations were done privately (in 5th & 8th grades). In Junior year we did it through the school, as they exercised their right to test him anyway, irrespective of us going the private route. And, best of all, they waited till his 17th birthday so they could test him on the adult scales -- thereby making these scores applicable for college! They really worked with us on this. They confirmed all his prior scores and continued all his mods. He has always gotten computer use in school for all written assignments.... time and a half for tests (if needed). Most importantly, he is one of only 3 students in our school's long history who has had spelling (and punctuation) waived for all assignments. They cannot penalize him for incorrect spelling. The College Board, ACT and NYS Board of Regents adhered to all this as well. It must have worked -- on his final SAT he received a perfect score on his essay (12/12). It was typed, but the spelling was horrendous. The IB Organization is not as generous. They're only giving him 25% extra time on his exams next week.
I'm hoping when he gets to college, he will receive the same modifications, and the same courtesies. Its hard being reasonably bright (no, he's not a rocket scientist) but he's very verbal, very creative, an avid reader and a good writer.... but not being able to test commensurate with your abilites. Oh yeah! That's the mark of an LD!
My son is going to GW in September. We've got all the paperwork together, his final educational evaluation, copies of the modifications from ACT, CB, NYS, IB & his school. We're prepared to provide him with at least one computer (a laptop to take to class, and a desktop to use for his passion, video production/editing). But my biggest fear is that he'll get to GW and they're going to count spelling & punctuation.... and not give him the computer use.
Does anyone have experience with this?</p>
<p>My dentist's daughter is at GW with a lot of great support.
She is not LD but was hit by a drunk driver senior year of high school and sustained significant cognitive impairment. Her dad reports that they are incredibly helpful and flexible as she has healed and learned what her long-term outlook will be.
He can't say enough good things about the school.</p>
<p>Thanks for the input.... sad how one moment can change your life forever! Sent shivers through me. I'm glad to hear GW has been supportive of her, as they should be. Wish her the best for her recovery.</p>
<p>Thanks. They have good resources and I think things are going well.</p>
<p>For purposes of obtaining academic adjustments a student must be a qualified individual with a disability. If you ever see the abbreviation "qid" that's what it it means. "Qualified" generally means eligible for the program. For educational purposes, the US Department of Education's Section 504 regulations define persons with a disability (note the regulations have not been changed to reflect current legal useage so "handicapped" is still used) in the following manner:</p>
<p><a href="j">quote</a> Handicapped person -- (1) Handicapped persons means any person who (i) has a physical or mental impairment which substantially limits one or more major life activities, (ii) has a record of such an impairment, or (iii) is regarded as having such an impairment.</p>
<p>(2) As used in paragraph (j)(1) of this section, the phrase:</p>
<p>(i) Physical or mental impairment means (A) any physiological disorder or condition, cosmetic disfigurement, or anatomical loss affecting one or more of the following body systems: neurological; musculoskeletal; special sense organs; respiratory, including speech organs; cardiovascular; reproductive, digestive, genito‑urinary; hemic and lymphatic; skin; and endocrine; or (B) any mental or psychological disorder, such as mental retardation, organic brain syndrome, emotional or mental illness, and specific learning disabilities.</p>
<p>(ii) Major life activities means functions such as caring for one's self, performing manual tasks, walking, seeing, hearing, speaking, breathing, learning, and working.</p>
<p>(iii) Has a record of such an impairment means has a history of, or has been misclassified as having, a mental or physical impairment that substantially limits one or more major life activities.</p>
<p>(iv) Is regarded as having an impairment means (A) has a physical or mental impairment that does not substantially limit major life activities but that is treated by a recipient as constituting such a limitation; (B) has a physical or mental impairment that substantially limits major life activities only as a result of the attitudes of others toward such impairment; or (C) has none of the impairments defined in paragraph (j)(2)(i) of this section but is treated by a recipient as having such an impairment.
[/quote]
</p>
<p>Nymom:</p>
<p>Have you send in your son's documentation and request for academic adjustments to GW's disability office? If not, you need to do so immediately so they can review your documentation, and if there are probelms they can resolved now rather than in September.</p>
<p>csdad & AllMusic,
Of course you're both correct about the <em>opportunity</em> (esp. past tense) to abuse the system. However, even previously there were ways that a careful evaluator could have discerned between the genuine & the fraudulent, as you observe. One way is to look at the tests themselves that are being administered, including the measurements & the credentials of the one doing the measuring. CB could have done it then; they could still do it now. I object both to the degree/scope of their overreaction (punishing the present population for the sins of the past) and for the extension into 2 yrs. The reason for the latter is this: </p>
<p>It is can be esp. difficult to recognize LD in the cleverly compensating student. I have spoken to other professionals about this; their conclusion is unmistakable: the higher the IQ (& accompanying that, the greater success of the student in previous masking), the more delayed & difficult the discovery is. It becomes very problematic to diagnose such a student in a time frame sufficient to meet regulatory demands. On top of that, students become in a practical manner more independent in h.s., with parents having less access (& often desire or necessity) to scrutinize, track academics. (No parent conferences; schedule decisions arranged between acad. counselors at school & the student.) Layer that with NO L.D. department or specialist in a school -- NONE --; add to that a heavy expectation of academic performance. Compound that with a student of extreme independent drive, by temperament. If that's not enough, mix that in with the reality that discovery of a crisis often corresponds with <em>accelerated</em> classes, such as Honors & AP's. In many cases, opportunities for these Honors classes do not arrive until soph or even jr. yr. That does NOT provide enough time to (a) find a private specialist, (b) arrange for the testing, (c) obtain results, conference with the evaluator; (d) arrange for accommodation with teachers for testing (i.e., start making a history!), (e) complete a 2-yr history, (f) apply to CB for the special circumstances with registration, (g) take the standardized tests, (h) have the tests reported in time for college applications. </p>
<p>Students like Diane's are in a diff. situation. Depending on one's disability (or combination), the problem may present at a much earlier age, & may present consistently. CB's decision reflects an ignorance of the scope & complexity of LD, its varieties of presentation, its delay in presentation, etc. I am not talking about learning differences, styles, & other such blurs which provide a convenient excuse for severity. I am talking about clear disability that impacts testing situations in a radical way & esp. beyond the middle school level. There are lots & lots of students like Diane's child. There are also a lot more students like my own than apparently people have met (or believe exist).</p>
<p>The upside of my own D is that, given her drive, she would seem to have the tools to manage her LD in college, but ONLY if she begins, & begins soon, to recognize the syndrome in terms that she can relate to & respond to. (A recognition made more problematic for any student when CB so routinely denies accommodation.) Indeed, independence & self-management is key to the well-functioning student of any ability or disability in college! It is generally easier for an LD student to do that in a setting that does not invite gigantic distraction on top of their parallel problems with focus; in a setting also that does not discourage use of whatever LD supports exist in the college counseling dep't, due to long waits, sparse staff relative to the population, etc. The latter translates into large public institution. And that is the only real reason for my concern with the SAT/ACT testing. There are plenty of quality publics to which she could be admitted, almost regardless of a test score. She has a significantly better chance of success, though, at certain smaller privates, & may not qualify for those due to scores.</p>
<p>Not yet. I just got the final piece (a copy of the IB modifications) last week. I'm going to photocopy everything and send it in next week. They said it didn't have to be done until the summer, right before classes start.</p>
<p>Epiphany, you are, of course, correct. I have seen a number of cleverly compensating college aged kids, who manage to get through high school well enough, because they are so bright, and fall apart in college. It is only then that they are evaluated and learning differences come to light.</p>
<p>Unfortunately, the abuse of the accommodations system by the CB necessitated a change in policy. Parents with financial resources to chase down private testing (which is very expensive, as you know), had their kids evaluated, and subsequently, were able to get all kinds of services delivered or modifications and accommodations made. The kids without "means" continued to fall through the cracks...and still do, to a large extent.</p>
<p>So, unfortunately, the new CB testing standards will exclude some high functioning, undiagnosed kids (or ones who were disgnosed late in hs), but they also prevent what was becoming rampant abuse of the system ten or so years ago.</p>
<p>Dear AllMusic,
My point exactly. And the "unfortunate" to which you refer in paragraph 3 is not justified by the results reported in paragraph 2. It is not morally supportable to put at-risk kids in further jeopardy because of the immorality of even many, let alone few. My D is twice-compromised: academically & financially. There are plenty of high-IQ students with very low incomes. It is possible to accomplish both goals: protecting & supporting those who need it, while denying fraudently achieved status. These are not mutually exclusive.</p>
<p>see what I don't understand is why they changed policy to allow the fact that accomodations were given to be withheld from colleges.
I think it is an important detail- and to me- it seems that after the change was made, it became much more difficult to recieve accomodations on the SAT for your average LD student.
If you have been identified in high school, as requiring accomodations, even if your high school does not have them in writing, as my D high school did not, you should be able to recieve those same accomodations on the test, because you will be able to recieve them in college.
If the college has a problem with a test that states that accomodations are received, then that college is going to be a bear to deal with anyway- and you are better knowing that upfront.
Some colleges however, are depending less on standardized tests for admission, and some even don't require them.
My daughters school- even though not known for LD services- was fairly accomodating. Having "free" tutors available, as well as ADD coaches and support groups.
I do agree that some students don't get diagnosed until college.
My younger daughter has differences, that were apparent from birth- but that didn't make getting appropriate accomodations any easier unfortunately.
Her sister, did have testing when younger that strongly indicated LDs, ( disparate scores), however, because of the structure of her education, accomodations weren't needed, until about junior year, when the learning curve just became too steep for her to get away with applying extra effort.
She was able to do ok with extended time for SATs- but she is able to focus on tests fairly well anyway.
However, I am leaning towards her sister taking the ACT, instead, it is the lenght of the new SAT I am concerned about. She is not going to be able to sit for so long and get an accurate result.
She also needs more work on advocating for herself, it is only recently that she has been able to consider, that having LDs, does not mean that she is * stupid* or at fault.
It is very frustrating that a few students and their families have distorted the process, so that it is even more difficult for students who have legitimate concerns</p>