The service and quality of work was excellent. Polite and responsive. A pleasure to work with. Speak openly to one of our experts on Hide Services. News by year 8 82 49 8 5 Find similar news Schools Universities Fitness to Practise Employment. I am dyslexic and have been refused extra time to complete an exam.
Is there anything I can do? The precise level of the support offered can vary, but generally speaking, all dyslexic students should be offered the following forms of assistance: They should be given extra time to complete written assignments.
Rude or not I applaud your advocacy work on behalf of dyslexia. My story is almost the reverse of Ray. I was lucky to have attended an elementary school outside of Washington D. Even in the s they were on top of things at Ayrlawn Elementary. Because of their forward thinking my dyslexia was caught very early on providing me with the skills I needed to exercise my intellect as an A student through college. My dyslexia was detected when my in class skills and IQ test were off the carts in everything but reading, handwriting, math, and multiple choice tests.
Yes reading was and is time consuming. Yes by college numerous states and countries around the world passed something similar to the American Disabilities act which allowed me not only more testing time, but on multiple choice tests the ability to ask questions. Dyslexics often having a degree ability in dissecting questions especially on multiple choice tests.
In some questions I could easily explain why due to wording or reasoning ultimately all or in some cases none of the multiple choice answers worked. In some cases my college professors appreciated what others saw as a handicap and asked me to take multiple choice tests before the class to use me as their clarity sounding board.
And others well they were frustrated. I have found my dyslexia an invaluable gift in my work as a consultant. I owe significant gratitude to people like you who spoke up for me, helping me were I needed the help and encouraging me were I excelled. Without that and spell check! I would have likely been written off, believing and self fulfilling the statements of those who thought I would not amount to much. A statement that is never true for anyone.
As an adult I found another source of inspiration in the book The Gift of Dyslexia. Today I am a long-time entrepreneur, small business owner, and published writer. If my fourth grade teacher had not encouraged me to get extra time on tests, my self-esteem would have been eviscerated by the time I got to high school.
After each test where I only answered half the questions correctly, I would spiral downward in a fit of never-ending self-doubt. My test scores would have sealed my fate. I would have given up on studying and neglected my schoolwork. I doubt I would have earned a college degree from a top-tier university or earned a graduate degree.
Thankfully, I did get extra time, not just in fourth grade, but continuing through my school career. Yes, the extra time was helpful. It allowed me to read all the questions on a test and answer the ones I could. I went from being in the worst reading group into the best reading group. But reading groups end in high school; labels and petty behavior, however, begin in high school.
So, my slight ego boost ended my freshman year, when labels, like getting extra time, took on much more significance. There are no rules demanding you learn the materials by running around three bases.
You may have to run around twelve. I never got a clear diagnosis and I had no way to articulate my academic struggles as a child. Why would you need it? Being an already insecure teenage girl, prone to issues that most girls go through in high school, I began to doubt my own beliefs in needing extra time. After I did poorly on both a math test and an in-class essay for a history class and history was always my strongest subject , I soon realized this might just be a label that would have to stick.
Since having taken tests both with regular time and with extra time in college, I can now clearly see the differences in how I approached tests and why I needed time. I rushed through math problems, not going back to fix mistakes in numbers where I may have flipped figures. For in-class essays, I jumped around from question to question like a neurotic mouse who keeps coming up against different parts of the wall, trying anything to find an escape route to exit the room.
Making sure you wrote what you thought you wrote is huge for dyslexics. When dyslexics write they sometimes insert words that do not make any sense, but sound like a word that they want to use, or construe sentences whose grammatical structure is more similar to a Persian sentence. Persian grammar is flexible, as is dyslexic grammar—English grammar, not so much.
This is why dyslexics must always make sure they properly translate their ideas into English. With certain time constraints, this task is almost impossible for dyslexics. My grades dramatically improved. It was also a result of my going into office hours twice a week with my calculus professor or making sure I went to extra hours with my history TAs to talk about the exam.
After failing to translate my language into the test language yet again, I filed the paper work I needed for extra time. But when I got the extra time, and even without the grueling, long office hours, I saw small improvements. Trust me, extra time does not make you into a superhero where you can overcome any calculus or philosophical problem in a single leap.
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