Seeking SAT Accommodations for Extra Time- Need Recommendations in Northern NJ

zannah
Mon, 06 Jun 2016 01:52:39 +0000

1. You, your child will receive an letter approving or denying requested accommodations with a brief explanation why some requests were denied. If you don't understand, call and speak to someone in the disability office. In cases of denial, you will get clarification why documentation was insufficient or why somethings are not actually accommodations.http://talk.collegeconfidential.com/discussion/1797361/seeking-sat-accommodations-for-extra-time-need-recommendations. For example modifications such as question clarification or varying directions by simplifying vocabulary of length of directions. When you understand what is needed, supply it.

2. When they are taking a college-admissions test, students are no longer accommodated under the IDEA 2004 or the equivalent portion of Section 504. In public schools, a generic term, students are eligible for special and related services and will receive appropriate accommodations. Students of the same age who have a disability will receive accommodations, but not special education or services. Students may change from one law to the other if circumstances change. Your child should have an IEP, or a 504 Plan or perhaps a Formal Plan that private schoos may use. Please understand that the goal of the IDEA and Section 504 in the public schools in promoting educational success leading to positive post high school outcomes. THIS IS REALLY IMPORTANT!! Secondary schools and post-secondary schools refer to leveling the playing field. In high school and earlier, that means children eligible for special education are guaranteed equal outcomes. For example, the actual classwork, homework or tests may differ in some degree, but students with special needs earn comparable grades to their peers. In contrast, in higher education and beyond or at work, leveling the playing field means providing the opportunity to earn equal outcomes by the use of accommodations

Most people probably think more about accommodations, but the real and critical point is functional limitations. Functional limitations are tangible problems whose actual presence and relationship must be clearly tied to the disability. For example, a student whose vision is so poor that s/he can’t access print text visually would be accommodated by Brailled text or a reader. Someone who has an medical issue that limits stamina could be accommodated with extra test days. A student who is on required medication that affects vitality after a particular period of time may be approved for testing during hours when s/he is more alert, engaged, pain free…Accommodations after high school (SAT/ACT) compensate for aspects of the disability