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[return to "Why are 38 percent of Stanford students saying they're disabled?"]
1. hibiki+W9[view] [source] 2025-12-04 18:51:59
>>delich+(OP)
I think there's a non-malicious explanation for a percentage of this.

As I grew up in the 80s, there were two kinds of gifted kids in school: The kind that would ace everything anyway, and the kind that, for a variety of reasons, lacked the regulation abilities to manage the school setting well, with the slow classes and such. A lot of very smart people just failed academically, because the system didn't work for them. Some of those improved their executive function enough as they went past their teenage years, and are now making a lot of money in difficult fields.

So what happens when we do make accomodations to them? That their peaky, gifted performance comes out, they don't get ejected by the school systems anywhere near as often as they were before, and now end up in top institutions. Because they really are both very smart and disabled at the same time.

you can even see this in tech workplaces: The percentages of workers that are neurodivergent is much higher than usual, but it's not as if tech hires them out of compassion, but because there's a big cadre or neurodivergent people that are just in the line where they are very productive workers anyway. So it should be no surprise that in instutitutions searching for performance, the number of people that qualify for affordances for certain mental disabilities just goes way up.

That's not to say that there cannot be people that are just cheating, but it doesn't take much time in a class with gifted kids to realize that no, it's not just cheating. You can find someone, say, suffering in a dialectic-centric english class, where just following the conversation is a problem, while they are outright bored with the highest difficulty technical AP classes available, because they find them very easy.

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2. mapont+oc[view] [source] 2025-12-04 19:08:01
>>hibiki+W9
> Because they really are both very smart and disabled at the same time.

I agree with almost everything you say here. However, I wanted to point out that you make the same mistake the articles author does. "Disabled" and "Diagnosed" are not actually the same thing, even though we do describe ADHD and the like as "learning disabilities."

Being diagnosed with a learning disability or other type of neuro-divergency does not automatically entitle someone to special treatment. The vast majority of that 38% are likely just "diagnosed" people who are asking for no special treatment at all.

That doesn't fit the authors narrative, or trigger the human animals "unfairness" detector though so it makes a far less interesting article.

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