Lucky or Justified: Extra-Time Accommodations 

We have all heard teachers tell students with extra time to stay after the allotted time to complete their tests. Many people, however, do not understand the nuances of extra time or have misconceptions about what it really is. 

So what exactly constitutes extra time? How much extra time do students get? How do teachers know about extra time? 

One of the most common misconceptions is that extra time is an unfair advantage for those who get the accommodation. In reality, extra time is a necessity for students with learning differences. Without extended time, students with learning differences may find themselves at a disadvantage to their peers within a standard time frame. 

Kareena Gill, co-president of the Neurodiversity Affinity Group, says, “People think that it’s an unfair advantage when in reality it’s just a way to even the playing field.” 

Extra time is a system that provides students who have learning differences the opportunity to demonstrate their knowledge on a level playing field to their peers. 

Another common misconception is that extra time is easy to obtain. Students must go through a rigorous and time-consuming testing process by psychiatrists to first get a diagnosis and then must go through a process with the School to get their accommodations acknowledged. 

Eloise de Anda Sanchez, the other co-president of the Neurodiversity Affinity Group, talks about the process of getting your accommodations acknowledged at the School, saying, “For students, you have to talk to the learning counselor, which is Peytra [Redfield], then you, your parents and the doctor will create a plan that works for you.” 

However, even the testing process can be inequitable. “It’s mostly the expenses part that is the issue with making it more accessible for people,” says Gill. Testing is expensive and time-consuming, which can be a huge commitment for families to make. You also have to get tested multiple times in your life, to “renew your diagnosis”, says De Anda Sanchez, which is even more costly over time. 

A third misunderstanding is that extra time is a ‘one-size-fits-all’ type of system. In truth, students with accommodations work with the School’s learning specialist, Peytra Redfield, to craft a specific learning plan to fit their specific needs.  

Gill says, “The same [learning differences] can present in different ways in different people.” Learning plans are tailored for each student to make sure their academic needs are met.

In the end, extended time has its misconceptions, but it’s an essential tool for all the students at our school who require it.