Dublin School is committed to providing reasonable accommodations to qualified students in order to facilitate their full participation in the School's programs. Accommodations are typically determined during the Dublin School admission process on a case by case basis. In general, it is the student and/or parent's responsibility to notify the Director of the Griffin Learning Center of the need for an accommodation. In the case of learning disabilities, this may include the need to provide a student's neuropsychological or psychoeducational evaluations to assist the School in assessing any functional limitations for which a reasonable accommodation may be needed. Accommodations will be provided to the extent that they do not fundamentally alter the nature or purpose of the School's education or programs, lower the educational, academic, or programming standards, or otherwise create an undue burden for the School.
The following is a list of accommodations offered at Dublin School to students with proper documentation:
- 50% or 100% extended time for exams
- Word processor usage for note taking and/or exams
- Calculator usage on Math or Science assessments as needed
- Preferential seating
- Test taking in small group and/or separate location
- Breaks during periods of extended testing
- Use of assistive technology such as audio books or audio readers, speech recognition software, graphic organizer software (such as Inspiration), or a Smart Pen for note-taking
Standardized Testing Accommodations
Students with a documented need for testing accommodations may submit an application to College Board (PSAT, SAT, AP) and/or ACT. The SSD Coordinator will assist students with this process by coordinating the submission of the application and providing supporting documentation to the appropriate institution. Application processes are typically initiated during the sophomore year for College Board and junior year for ACT.
General Guidelines for Documentation:
Neuropsychological evaluations should be current (within 3 years) and:
- Include cognitive and achievement tests
- State specific disability (include DSM-IV or V) as diagnosed
- Provide relevant educational, developmental, and medical history
- Describe the comprehensive testing and techniques and include test results with subtest scores (standard or scaled scores) for all tests
- Describe the functional limitations
- Describe the specific accommodations being requested, including the amount of extended time required. State why the disability qualifies the student for such accommodations on standardized tests.
- Establish the professional credentials of the evaluator
For more information about College Board and ACT accommodation requests, please visit the following sites:
Resources for Families
The following list includes several reputable online resources for further information about Learning Disabilities and Attention Deficit Disorder: