@Dikaiopolis, it would be beneficial to become educated about the various handicaps (such as the OP’s vision), learning differences, and issues that a student who qualifies for accommodations deals with every day of their life. Most people just never get it unless they see it first hand in someone they know very well. For example, a student with dyslexia may have excellent comprehension skills, but especially when reading a short question, they need to read it multiple times to be sure they read it correctly. It’s very easy for them to skip a small word such as ‘not,’ which, of course, would totally change what is being asked. The same student might have to check their math several times to be sure they did not mis-key their calculator input. Some students have extreme anxiety with the tight timing - not just ordinary nerves - to the point where they freeze and cannot even think. They might not even use the extra time, but having it helps them relax enough to show what they know. There are various reasons why a student would qualify, but they do have to qualify. Also, I’m quite sure I would show up as having ‘less than half a brain’ in your book, because no matter how much time given on the math and science sections, I would not get even an average score. There are many ways of being ‘smart.’ You have likely tapped into some, but I hope you can expand your horizons.