If you or someone you know is preparing to take the LSAT, then you understand how stressful an undertaking this “high stakes” test is. Perhaps more than any other standardized placement exam, the LSAT is crucial in determining one’s admission to law school. In fact, a poor undergraduate GPA can often be offset by a great LSAT score. And as difficult as the LSAT is for a typical student, it is that much harder for students with cognitive, emotional, or learning disorders. Fortunately, for these students, the Americans with Disabilities Act ensures that academic accommodations must be provided on high stakes tests as long as a proper diagnosis is made and it is demonstrated, through proper assessment and documentation, that a given condition has a negative affect on academic performance.
The Law School Admissions Test or, “LSAT,” is the standardized test thought to assess the intellectual and academic skills that are necessary to attain your Juris Doctorate (“JD”) and, hopefully, work as an attorney. The LSAT is vital in determining the tier of law school to which you are admitted. The LSAT is comprised of five multiple choice sections and one writing section. The 5 multiple choice sections are logical reasoning (2 sections), reading comprehension, and logic games (plus one experimental section). Each section is 35 minutes and the test takes approximately half a day to administer.
The LSAT is a tough test that is designed to in some ways mimic the verbal and critical thinking skills required to be a successful law student. Law schools put a great deal of weight on a student’s LSAT score when making an admissions decision. If you want to attend law school, especially a good law school, you must make a good LSAT score.
Frequently, when students are preparing to take the LSAT, or after they have taken their first LSAT, they realize that something is “off.” The student may not finish test sections on time; they may consistently fail to perform on a certain type of question; they may have performance anxiety that impairs the ability to think; or they may be unable to focus. There is a plethora of reasons that a student may struggle when preparing for or taking the LSAT. When problems arise, often, the best course is a psycho-educational assessment by a psychologist, which is a process by which a student is evaluated for various conditions that may hinder academic and test performance.
Once you have received a psychoeducational test battery and been properly diagnosed by a psychologist, then a report will be provided that outlines the academic accommodations for which you will likely qualify on the LSAT.
At CheckIt, our founding clinicians have assessed college students for over 20 years, interacting with state offices and testing companies including LSAT. In addition to our unique assessment system that accurately and efficiently outlines a student’s psychoeducational functioning, we produce appropriately formatted reports to submit to for the LSAT that are designed for approval. We utilize specific criteria for determining if an accommodations request is even advised; it is not the optimal solution for everyone. If our screening process determines that you meet the ADA standards for accommodations or modifications, then our psychoeducational assessment reports will typically result in an affirmative request. If academic accommodations are not warranted in your situation, we produce a comprehensive strategy to achieve peak performance tailored to your strengths and weaknesses.
If you feel like you may need academic accommodations on the LSAT (or you have a friend or family member who may need accommodations), then please contact us to start the process of attaining a CheckIt Psychoeducational Assessment. Our test batteries are specifically designed for college students preparing to take tests such as the LSAT and we can quickly evaluate a student and help initiate the accommodations process. Further, we will continue consulting with students until they have received deserved accommodations.
Though ADHD symptoms are easily recognizable in many people, they are not as apparent in high achieving college students who put in grueling hours to achieve their grades, leaving them beleaguered and taxed. These students often lack sleep and are very susceptible to developing anxiety and depressive disorders that compound their ADHD symptoms. For these students, academic accommodations are essential.