At Currey Ingram Academy, we specialize in educating students with learning differences, including ADHD, dyslexia, and dysgraphia. A common question we hear from families is whether accommodations might hinder real-world preparedness. It’s a valid concern—but one that’s rooted in a misconception.
Accommodations are not shortcuts. They’re essential tools that help students with learning differences access their education and reach their full potential. In fact, learning how to identify and advocate for one’s needs is one of the most valuable real-world skills a student can acquire.
The Real World Includes Accommodations
Contrary to popular belief, accommodations don’t disappear after graduation. Adults with ADHD, dyslexia, or dysgraphia often rely on supports and tools to thrive in the workplace. Noise-canceling headphones, screen readers, voice-to-text software, flexible schedules, and project management tools are all real-world accommodations used daily by professionals.
For example, a student who uses noise-canceling headphones to manage sensory input is developing the same self-regulation and productivity skills that professionals use in open office environments. Similarly, using a calculator or reference materials is standard practice in many careers. These supports don’t diminish the quality of work—they enable it.
Accommodations Support Rigor, Not Reduce It
A common misunderstanding is that accommodations lower academic expectations. In reality, accommodations change how students with learning differences are assessed—not what they’re assessed on. A student with dyslexia may need extra time to complete a reading-based test, but they are still expected to demonstrate the same level of understanding as their peers.
At Currey Ingram, we hold our students to high standards. Accommodations ensure that those with ADHD, dysgraphia, or other learning differences can demonstrate their abilities without being unfairly penalized by challenges unrelated to the core academic task. This approach fosters deep learning, confidence, and critical thinking.
Empowering Students Through Self-Advocacy
True college and career readiness involves more than test scores—it requires self-awareness and advocacy. When students begin to understand and articulate their learning needs in middle and high school, they are far more likely to succeed in higher education and the workforce.
Students with learning differences who develop self-advocacy skills are empowered to request appropriate accommodations—just like an adult with vision challenges might request larger text on a screen or a more accessible workspace. These students aren’t asking for an advantage; they’re creating a level playing field.
The Currey Ingram Commitment
At Currey Ingram Academy, we are committed to creating a learning environment where students with ADHD, dyslexia, dysgraphia, and other learning differences can thrive. We believe that accommodations are not about making school easier—they’re about making learning equitable.
By supporting accommodations, we prepare our students not only to navigate the real world but to shape it with confidence, resilience, and purpose.
