alt Hacker News> All I am saying is, instead of having a group that gets one hour and another group that gets two hours, just give everyone two hours.
This means that someone fully abled can think about and solve problems for 1h and 50 minutes, and use 10 minutes to physically write/type the answers, and someone with a disability (eg. missing a hand, using a prosthetic) only gets eg. one hour to solve the problems and one hour to write/type the answers due to the disablity making them write/type more slowly.
Same for eg. someone blind, while with proper eyesight, you might read a question in 30 seconds, someone blind reading braille might need multiple minutes to read the same text.
With unlimited time this would not be a problem, but since speed is graded too (since it's important), this causes differences in grades.
Those examples seem like reasonable, narrowly tailored accomodations to me. But the article linked in the parent comment says:
> The increase is driven by more young people getting diagnosed with conditions such as ADHD, anxiety, and depression, and by universities making the process of getting accommodations easier.
I think these disabilities are more complex than the broken hand and blindness examples for reasons I commented on elsewhere in this thread. In your example, a student with depression or clinical anxiety presumably only needs the same 10 minutes to write/type the answers as all the other students. Which means the extra time is added for them to "think about and solve problems." That seems fundamentally different to me than the broken hand example.