alt Hacker NewsThe original article which is linked in this post goes into much better detail: https://www.theatlantic.com/magazine/2026/01/elite-universit...
Schools and universities have made accommodations a priority for decades. It started with good intentions, but parents and students alike have noticed that it's both a) easy to qualify for a disability and b) provides significant academic advantages if you do.
Another big accommodation request is extra time on tests. At many high schools and universities, getting more time than your peers to take tests is as simple as finding a doctor who will write the write things in a note for you. Some universities grant special permissions to record lectures to students with disabilities, too.
If you don't have a disability, you aren't allowed to record lectures and you have to put your pencil down at the end of the normal test window. As you can imagine, when a high percentage of the student body gets to stay longer for a hard test, the wheels start turning in students' heads as they realize cheating is being normalized and they're being left behind by not getting that doctors' note.
The rampant abuse is really becoming a problem for students with true disabilities. As you can imagine, when the disability system is faced with 1/3 of the student body registering for disability status the limited number of single rooms and other resources will inevitably get assigned to people who don't need it while some who actually do need it are forced to go without.
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>Another big accommodation request is extra time on tests.
Yep. Speaking from experience, top colleges will give students with ADHD or similar conditions as much as double time or more on exams. One college I know of sends them to a disability services office to proctor it, in which they simply don't enforce time limits at all.
Coincidentally, there's an overwhelming number of students with ADHD compared to before these kinds of accommodations became standard.
> Another big accommodation request is extra time on tests.
Maybe the real problem is we are testing people on how fast they can do something not if they can do something.
In general, being good at academics require you to think carefully not quickly. I suspect there is a correlation between people who think things through and people who do well in school.
Can someone explain to me why the accommodations make sense in the first place?
Like what's the point of having the test be time constrained? If there is no point, then just let everyone have more time. If there is a point to having the test be time constrained, then aren't we just holding one group to a lower standard than another group? Why is that good?
Same question about lectures. Is there a reason everyone can't record the lectures? If so, then why do we have different standards?
I think at the college level, grades should in some sense reflect your proficiency at a given topic. An "A" in calculus should mean that you can do calculus and that evaluation should be independent of your own strengths, weaknesses, disabilities, genetic predisposition to it, and so on. Imagine an extreme example: someone is in a car crash, suffers brain damage, and is now unable to do calculus. This is tragic. But I don't also feel that it now makes sense to let them do their tests open book or whatever to accommodate for that. As a society we should do whatever we can to support this individual and help them live their best life. But I don't see how holding them to a lower standard on their college exams accomplishes that.
> If you don't have a disability, you aren't allowed to record lectures
Why is that gated like that?
If your rant is about the USA: Are we really going to try to turn this into a war against the ADA?
I counter: If students are requesting specific accommodations en-mass, maybe schools should rethink overall decisions. Maybe housing shouldn't be shared. Maybe the workload should be relaxed.
Disabilities are far more commonplace than you might imagine. The number of disabled people per 1,000 likely hasn't changed, but our recognition of disabilities such as autism, anxiety disorders, etc. has gotten better.
I'm sure a very small amount of folks do abuse the system, but I'd bet money that most actually have disabilities.
If you still think otherwise, think again: I was diagnosed with ADHD in my mid 30s, and with autism in my mid 40s. This is through extended, multiple hour testing. Nobody told me I had these issues. I was simply told I was a terrible person that didn't do his school work and behaved poorly at school. Now, with an understanding of autism, ADHD, and the new anxiety disorder I have thanks to a recent brain injury, I'm able to finally address this stuff.
I also aced higher level, computer centric stuff, and set a record for one of the quickest to graduate in my state at a technical school (2 months instead of 2 years).
Bottom line is that you should not be making poor assumptions about people abusing the system without evidence to prove it.
On "parents and students alike have noticed that it's both a) easy to qualify for a disability" -- for the purposes of standardized testing we've found it extremely difficult and feedback we've heard from others on message boards echoes our experience.
I do feel like a test that is so focused on speed rather than ability seems like it loses a lot of its utility. There's a bunch of math I can't do. It doesn't matter if you give me an hour or two -- I won't be able to do it. But distinguishing between the ability to solve a problem in 30s versus 40s seems to be missing the point.
the original article is factually incorrect. Accommodations at Stanford are only 25% of students, according to their website, and that includes every possible kind of accommodation, not just time and half on tests. If you had carpet replaced in your dorm because it gave you an allergy, it would be included. So, this is just an article that is just flat out bullshit.
Meanwhile my uni required brain scans for adhd accommodations it was asinine
In a high stakes, challenging environment, every human weakness possible becomes a huge, career impeding liability. Very few people are truly all-around talented. If you are a Stanford level scientist, it doesn't take a lot of anxiety to make it difficult to compete with other Stanford level scientists who don't have any anxiety. Without accommodations, you could still be a very successful scientist after going to a slightly less competitive university.
Rising disability rates are not limited to the Ivy League.
A close friend of mine is faculty at a medium sized university and specializes in disability accommodations. She is also deaf. Despite being very bright and articulate, she had a tough time in university, especially lecture-heavy undergrad. In my eyes, most of the students she deals with are "young and disorganized" rather than crippled. Their experience of university is wildly different from hers. Being diagnosed doesn't immediately mean you should be accommodated.
The majority of student cases receive extra time on exams and/or attendance exemptions. But the sheer volume of these cases take away a lot of badly needed time and funding for students who are talented, but are also blind or wheelchair bound. Accommodating this can require many months of planning to arrange appropriate lab materials, electronic equipment, or textbooks.
As the article mentions, a deeply distorted idea of normal is being advanced by the DSM (changing ADHD criteria) as well as social media (enjoying doodling, wearing headphones a lot, putting water on the toothbrush before toothpaste. These and many other everyday things are suggested signs of ADHD/autism/OCD/whatever). This is a huge problem of its own. Though it is closely related to over-prescribing education accommodations, it is still distinct.
Unfortunately, psychological-education assessments are not particularly sensitive. They aren't good at catching pretenders and cannot distinguish between a 19 year old who genuinely cannot develop time management skills despite years of effort & support, and one who is still developing them fully. Especially after moving out and moving to a new area with new (sub)cultures.
Occasionally, she sees documents saying "achievement is consistent with intelligence", a polite way of saying that a student isn't very smart, and poor grades are not related to any recognized learning disability. Really and truly, not everyone needs to get an undergrad degree.