<p>Why I suspect I have ADD is because I am always too lazy to start my homework. In high school I always got as on my test but I still ended up graduating with a 3.7 weighted GPA because I got Cs in some classes because I wouldn’t do my homework. In college I was kicked out of UC Davis temporarily due to failing two courses because I didn’t do my homework. I had A’s on my midterm and final in these courses, but I failed to do any homework (lab assignments). My problem isn’t finishing what I start, but rather starting in the first place. I actually find it very difficult to stop in the middle of studying or doing my home work once I start. It is the starting something which I seem to have a lot of trouble. </p>
<p>I have found a way to overcome this ADD however. Each morning I make a mental note of everything I plan to do that day and what order I will do it in. This has helped me a great deal, and my cumulative GPA at college has gone from a less than a 2 to being close to a 3.5 with my last quarter GPA being 4.0. </p>
<p>Also please don’t comment on my spelling, I understand I have poor spelling. It is in fact my worst subject. In high school I always scored well above average on my standardized exams, except for spelling, which I always seemed to do poorly. However I dont think I have dyslexia because I always seemed to do very well in reading comprehension.</p>
<p>I should change what I said. If it came be medically proven that a person does have a disability which affects there processing ability then maybe they should get extra time, however it should be noted. Also not everyone with ADD should get extra time since a lot of people with ADD not have a information processing problem.</p>
<p>VTboy-
What you describe sound more like problems with executive function (organization, planning, problem-solving, initiating, etc). While this can be a characteristic of ADHD, there are other things that present with organizational/executive function problems. Ditto for spelling problems. Dyslexia is not a disorder of spelling. I strongly suggest you see someone who can help you with proper diagnoses-- Your self diagnoses aren’t accurate.
<em>edit</em>You are throwing terms around that it sounds like you are not very familiar with. That does both you and people with genuine disorders a disservice.</p>
<p>My doctor has aleady set me up to see a neurologist or psychiatrist not sure which one, I am actually suppose to call them tomorrow to set up an appointment. </p>
<p>Oh and I know dyslexia is not a disorder of spelling, I was saying I don’t think I have dysexia since my only problem is spelling and dyslexia isn’t a spelling disorder.</p>
<p>I am glad to hear you are proceeding with an appropriate evaluation. Until then, I’d suggest you take a step back-- You might find it helpful to reflect upon the benefits of services out there to provide proper evaluation, diagnosis and intervention before you come here and criticize others. Problems with impulse control (such as speaking without sufficient forethought) can be a characteristic of ADHD.</p>
<ol>
<li><p>The SAT isn’t, as far as I’m aware, a test of critical thinking. The math portion certainly isn’t critical thinking, nor is the writing. Both of those are essentially just application of learned principles (algebra and geometry for math, grammar for writing; consider that even the written portion of the writing test isn’t graded based on how brilliant of an argument one constructs but rather for whehter or not one follows basic grammatical constructs). Even the critical reading portion doesn’t involve that much critical thinking, its mostly just interpreting answer choices.</p></li>
<li><p>If a person has a learning/mental/(insert chosen term here, I’m sure there are more) disability, then it means that they are less mentally able than a normal person in some way. Disability=lack of ability/inability, its a simple definition. Standardized tests aren’t supposed to determine who works harder, they are supposed to determine who can do X work at Y quality in Z time. I will say again that I have no problem with extended time, so long as it is documented, because then whoever is interpreting results can see the difference between someone who gets a 2400 regularly and someone who gets extra time for that same score. However, without noting these changes, standardized tests lose some of their meaning - I imagine most kids would do better given extra time.</p></li>
<li><p>There is a fundamental difference between giving blind people an aural/brail form of the test, or accomodating some other form of nonmental disability, and giving extra time/etc… to someone with a mental disability. Whether or not someone is blind, deaf, etc… does not impact their reasoning abilities - ADD/etc… does.</p></li>
<li><p>Why is it fair to give ADD kids extra time and not give kids who read slowly/write slowly/whatever extra time?</p></li>
<li><p>ADD isn’t a learning “difference”. It is a disability. People with it must work harder to adapt and overcome it compared to people of the same innate ability without said disability.</p></li>
</ol>
<p>The SAT is a test used to predict success in college. Pure and simple. And as for your question # 4, of COURSE people with reading, graphomotor or processing speed issues might qualify for extended time. In fact, these are the folks MORE likely to qualify. People with ADHD might only qualify for taking the test in a “quiet” room (less people, less distractions). Here’s the link to the collegeboard criteria for students with disabilities <a href=“College Board - SAT, AP, College Search and Admission Tools”>College Board - SAT, AP, College Search and Admission Tools; Hopefully when you read it, you’ll have a better understanding of the process and the disabilities that are considered. You will note that there are many different kinds of disabilities. I hope you will gain a greater understanding of the nature of disabilities. To imply that people with disabilities of any kind are somehow subpar is unfortunately quite insensitive and insulting.</p>
<p>ive had a little too much gin in my lemonade so forgive me if I don’t make ssense ) or spell)
I don’t have first hand info on what the SAT actually measures because I have never taken it & my daughter never studied for it.
I just googled it- and found info that indicated it might measure thinking skills</p>
<p>emeraldkity-
You have nothing to apologize for. Your argument is based on some researched materials. The thought that ADHD causes one to be somehow mentally deficient is just ignorant. By the reasoning above, it sounds like maybe the SAT should be given on Jeopardy or a HS Bowl-- and whoever buzzes in first with the answer is the one who gets to go to the college of their choice. How ridiculous.</p>
<p>Some people with disabilities will need accommodations (e.g. extra time) and some will not. It depends on the severity of the disability, or possibly the side effects of medications.</p>
<p>Other disabilities that can get extra time include depression, psychotic disorders, bipolar disorder, OCD, anxiety disorders. </p>
<p>What is sad is that the more affluent families will shop for a doctor or psychologist to assess them and diagnose them with a disability and write them a report that warrants the extra time on test. </p>
<p>Keep in mind that in college, students can get accommodations for ADD, learning disabilities, and psychiatric disabilities. These students are required to register with and provide documentation of the disability to the Disabled Students Program at their college. Extra time on tests in a separate room with a proctor is common (generally time and a half but sometimes up to double time). Also, the student can get, free of charge, notetakers or have a fellow student provide a copy of class notes.</p>
<p>The idea is to compensate for the effects of the disability itself and/or the side effects from the medication (difficulty concentrating, fluctuations in stamina, fatigue, drowsiness, difficulty thinking).</p>
<p>Under the Americans with Disabilities Act (ADA) of 1990, a “disability” is defined as a “physical or mental impairment that substantially limits one or more major life activity.” “Substantially limits” means that there is a significant impairment when compared with the general population. Major life activities include: caring for oneself, sleeping, learning, working, hearing, standing, breathing.</p>
<p>Besides the problems mentioned above, some school districts classify large numbers of students, in order for their test scores to look better, as the classified students’ score are not included.</p>
<p>Another potentially unfair situation is when deciles are computed, a student who is actually in the top 10% of 400 students, actually falls to the second decile if the school chooses to set aside the classified students in this computation, and those 50 classified students are not included. Thus, the student who was ranked 38 of 400, now becomes 38 of 350.</p>
<p>With NCLB that all students scores are included-if a student doesn’t take the test then it is averaged in as a zero.
It doesn’t matter if they are special ed or new to the english language.
the special education students may get some accomodations for part of the test but often not all.
THe intent of NCLB was to be sure that students including special education students were not short changed- the reality is that last years freshman class will need to pass the state test to get their diploma in washington state.
My daughter who has a math disability ( time and memory management) will be required to pass most of the math questions with out being allowed to use a calculator even though she is allowed to use one in her classes as part of her accomodations.
She will be taking the test this year- if she doesn’t pass- she will be able to take it again, but no special curriculum is designed to help her pass.</p>