Holly,
If you got the answers you were hoping for, that would be a good strategy. But it is likely that won't be the answers you receive. There are going to be students without disabilities who are convinced they would do better with extra time. The research shows that isn't true -- that students who don't NEED the extra time do not use it effectively. For students with disabilities who NEED the extra time, they don't get it because it helps them do better, they get it because they wouldn't have the chance to do as much as everyone else gets to do without it. Understanding WHY the accommodation is given will be helpful in explaining to others why they can't have it.
Dr. Jane Jarrow
Yes all students would probably do better with more time for a test however not all students need more time to take a test.
I would ask the non-disabled student when the last time was that they needed more time just to complete a test. I'm assuming that the answer would be never or that they haven't. Then I would ask them what they would need with the extra time. I would then ask how long it took them to complete their last test and how long they had to complete the test in. Based on the answers I'd ask them if they really needed the time or just wanted the time and by this time I would hope that they could see for themselves that the extra time isn't necessary.
Candice,
And *I* believe you are right! GRIN
Dr. Jane Jarrow
A stuednt is either prepated or unprepared for an exam. If a student is not prepared, no extended amount of time will make a difference. I do not believe that all students would benfit from this accomodation.
Rita,
You are right. Extra time on paper-and-pencil tests is almost always a justifiable accommodation. Whether or not extra time can be given in practical exams is another matter. Extra time on a typing test may, in fact, be reasonable (although I wouldn't compromise on the accuracy). Extra time on CPR, or tourniquets, or sky diving would NOT be appropriate. GRIN
Dr. Jane Jarrow
On paper tests, extra time would only separate those who know the material from those who arent sure of the material. People who know what they are doing, finish the test and are done with it, that is, they hand it in, they are confident. Some people may only need extra time if they finish the paper test and then start at the very beginning and check each answer. On practical tests, sometimes too much time is not going to happen in real life. I am a part-time life guard and time is of the essence when making a rescue! You only have one chance to save someone, check vitals, airways, breathing, perform rescue breaths, and CPR...people can die in a matter of minutes from lack of oxygen.
Terry,
You have just articulated the very reason that we feel comfortable in providing extended time for students with disabilities who need it. In spite of what SEEMS to be the logical conclusion (that everyone would do better if they had more time), that really isn't the case. For those without disabilities, either you know the info or you don't. For students with disabilities that interfere with either their processing time or their response mechanism, extra time is necessary to assure equal access.
Dr. Jane Jarrow
Extension of time to accommodate certain disabilities does not change the basic level of knowledge that the tested person brings to the test. An example of this would be a mathematics exam. In most cases I expect that extended time provides no higher level of outcome. Either the basic calculations and methods are known or they are not. Time is not the benefit that is indicated by the question. When I am watching “Jeopardyâ€, in the evening with my wife, additional time after the conclusion of the musical interlude does not provide me with the ability to draw knowledge from my memory that is not there. I have placed the television on pause and in spite of my “cheating†I normally do not have the answer. Darn!
michael,
That's an interesting mental image! GRIN
Dr. Jane Jarrow
Frances,
What you have described is exactly right for students with learning disabilities. Just remember that there are other populations of students with disabilities who may need extended time, too, for OTHER reasons (such as the blind student who is using assistive technology to complete the test, or the student with a physical disability who needs extra time to type.
Dr. Jane Jarrow
If you had a problem understanding what you read and a test reader was not proved how would you feel? It is like having a race with somebody who's legs are hobbled.
Those students that are not prepared and don't know the material will not be given an advantage to have more time. When you don't know it, you can't recall it.
However, for a person with a disability that does know the material, it provides the means by which they can process and disseminate the information properly.
Not every disabled student benefits from this because it not an accomodation they need. But for those that have trouble pulling their thoughts together and putting them down on paper, it is a significant way to level the playing field.
And that is what providing an accomodation is all about - giving each student with or without a need an equal opportunity. This accomodation is not designed to create success, but provide a means be which the student that is willing to work, an equal chance at succeeding.
Yolanda,
I am not sure I buy the idea that they try harder because they were given the accommodation. I think what you may have noted was that they truly USE the added time in a beneficial way (as opposed to nondisabled students who, as noted, either know the info or don't, and thus don't make profitable use of extended time).
Dr. Jane Jarrow
As a former teacher, I’ve found that for some students it didn’t matter how much time they were allowed, they would not have been successful on the exam/test. However, for those students with disabilities it seemed they would try even harder to be as successful as possible. It seems that individuals with disabilities may try harder because they are given the accommodation of “extra time†and tend to not take this option for granted. If the situation is warranted as appropriated, allowing individuals with disabilities extra time is essential and provides them with the opportunity to experience the same access to achieve success.
Deana,
It is more than blind students who need extended time in testing, for a variety of reasons. But you are correct in suggesting that if the student doesn't know the answer, all the extra time in the world isn't going to matter!
Dr. Jane Jarrow
a lot of final tests are timed..... but being blind and power testing doesn't blend well.....but they still need correct answers to pass.
Adrianna,
I couldn't agree more! There is generally no good reason for refusing extended time for a pencil and paper test. Extended time in the demonstration of practical skills may or may NOT be appropriate.
Dr. Jane Jarrow
Extra time for completing certain written tests is understandable. However, extended time is not appropriate for all testing. For example, if a student is studying to be in the medical field, it would not make sense to allow extra time for testing on responding to emergency situation (such as stopping bleeding or stabilizing a patient). In the real world, the "extra time" could lead to fatality.
Heather,
That's exactly the reason that extended time was determined to be an appropriate accommodation in necessary cases. The extended time does not give students with disabilities an advantage -- rather it minimizes the disadvantage imposed by the disability.
Dr. Jane Jarrow
I do not believe that all students would benefit from having extended time on an exam. In my experience students either know the material or they do not - extra time does not usually mean better grades. When a student receives extra time as an accomodation it is because they have a valid reason - takes them longer to read and/or process the information that they have read.
