<p>Hey I just had a quick question regarding learning disabilities at Tufts. How do they approach it, and are the admission standards any different?</p>
<p>does anyone have any ideas?</p>
<p>I'm not sure how learning disabilities affect admissions. My daughter who is a Tufts junior was diagnosed with ADD over the summer. We were told to contact Sandy Baer at studentservices.tufts.edu/DisabilityServices. They have a variety of support services.</p>
<p>Jesuit- Tufts is extremely accommodating toward students with learning disabilities, and there is absolutely no reason that out of two students with similar grades/scores/attributes, the student with the learning disability would be treated any differently in admissions than the student without. </p>
<p>As someone who required extended timing on exams, I can personally commend Tufts' resources. Sandy Baer will sit down with you and go over the resources available for your particular learning style, and Tufts offers everything from tutors to workshops to private testing rooms (if necessary). I also found professors to be very accommodating of the extended timing issue. You have no idea how often I had to explain it to my teachers in high school (No- it is not an added benefit...If I could just take the test and be done 50% faster like everyone else I would take that option!) but Tufts professors were very understanding and Sandy even wrote a personal letter to my professors each semester explaining the options for exams. </p>
<p>Feel free to PM me if you have more specific questions- I'd be glad to help</p>
<p>I'd like to echo gojumbos' comment that teachers are very accommodating. I know a few people in my current classes who are given additional time, and teachers seem more than happy to do so. Heck, I don't have a learning disability, but one of my teachers still gives me extra time on tests, as I don't do well in pressure situations. This just goes to show how wonderful Tufts' professors are!</p>
<p>I'll chime in here on the admissions side, since everyone else has covered the student life side.</p>
<p>Basically, the admissions process and criteria are the same. What we look for in terms of academic potential and achievement remains constant and the personal qualities that help us make our decisions are sought in the same manner. </p>
<p>However, I'll draw your attention to the word potential above. There are some students whose academic performance isn't necessarily indicative of potential or ability (late diagnoses of a LD is an example of how this can occur). If we get that sense, then that context can change the way we view academics. But that context isn't necessarily specific to LD kids - it could come from family background, extenuating personal difficulties, adjustment to a new setting, etc.</p>