That's more in line with what I understand too. College board looks at your grades and if you are good in school, they are less likely to grant accommodations. Seeing you as more trying to inflate your test scores by claiming a disability.
That doesn't make sense to me - but maybe I don't understand the process yet. We're just in the beginning stages of applying for accommodations from the College Board - but I don't see anywhere in the process that grades are requested. I understand that they are concerned about students falsely claiming disability to get extended time but they require documentation from neuropsychs/drs/etc to document the disability.
I also wonder if the bimodal scores observed with accommodations might indicate that students in the middle (ie, average performing, average IQ) might be passed over and unrecognized when they *need* accommodations. I can see that it's likely students who are on the low end are easily recognizable and diagnosable, and students who are 2e *might* be recognizable as needing accommodations by the time they are in high school because at some point their intelligence shines through + they may have high-IQ high-achieving parents who are on the lookout for what's up when their child doesn't achieve at the level they expect. A child in the middle, otoh, might slip through the cracks. I realize this may seem to fly in the face of all the concerns we read about how 2e children learn to compensate and fall through the cracks, but I suspect that not-so-2e children with LDs also learn how to compensate and/or are perceived to be lower-ability than they are and may in fact slip through the cracks too.
polarbear
