Extended Time!
Students with learning disabilities are frequently prescribed various accommodations to help their learning process. Some of these accommodations can be very simple, such as sitting in the front of the classroom, or taking tests in a private room to remove distractions. One of the most common accommodations for those with learning disabilities is being granted extended time for tests.
Extended time is determined on a case-by-case basis, depending on the type and severity of the disability. The most typical time given is time-and-a-half. This means that for a 30-minute test, the student will be granted 45 minutes to complete the test. This accommodation provides the additional time needed by students who are slow readers, slow processors and/or have attention deficit issues due to their disability.
How can you get extended time?
Generally, you will need an evaluation and diagnosis in order to receive extended time. Depending on the school district, the approach may vary. For example, the determination for extended time in some public school systems may be made by a committee of educators and psychologists, while in other areas it may be as easy as implementing the recommendation of a neuropsychologist. In all cases, the accommodation should be documented in the student’s learning plan (typically referred to as an IEP or FEP).
For tests in school. You will typically need an evaluation and diagnosis from a neuropsychologist who confirms your learning disability. This documentation will validate the need for extended time. Some schools may have a specialist or neuropsych on staff who can provide the documentation.
State Tests (Regents, ERBs, etc). In some cases, requests for accommodation are submitted by the guardian on-line, with supporting documentation. For other types of tests, the school learning specialist or guidance counselor may need to submit the request on your behalf.
For specialized testing (standardized tests) such as school entrance exams or college entrance exams. Each test has its own rules so you will need to check with the testing agency to find out. Your guidance counselor or school learning specialist can also walk you through this process. The two most common college admission tests are:
The SAT has a simple application process which can be completed by your school’s learning specialist. They will submit the required documentation for you and then provide you with the extended time confirmation once the College Board has reviewed your request.
The ACT process is more complicated. You have to schedule the test first, and then complete the documentation required. The documentation required varies by condition. For a learning disability you may need a neuropsych assessment within the last 3 years, and may also need to show that you have had the disability for a specific period of time and/or have had extended time in the past. The assessment should specifically state the need for the extended time accommodation. Once you’ve submitted the need for the extended time during the test registration, your school’s learning specialist will complete any additional requirements for the proper documentation.
If your school does not have a guidance counselor or learning specialist, call the Department of Education for your jurisdiction to find out if the school district has one. In addition, during your IEP meeting, the DOE representative can help you find the appropriate person to assist you.
Extended time: MISCONCEPTION
The topic of extended time has been in the news recently for several reasons. First, some students and family members without disabilities perceive it as unfair. It is hard for some people to understand that some students read more slowly, have difficulty processing the written word, or need extra time to write down their thoughts, since they have never experienced it firsthand.
Second, there have been causes where some unscrupulous doctors have given false reports in order to give students extended time when they don’t actually need it, and some parents have requested accommodations when they know their child does not need them. This system abuse creates an unfair situation for those who really do need the accommodation.