@Hercisback 11 years as a maths teacher and seeing students in mock exams. They rarely use the extra time in maths.
Well you clearly haven't taught my DD.
Maths is where she uses extra time the most - and where she always uses all of it (unless the other kids are walking out half way because it is such an easy paper). It is also where her issues were first picked up - because it is so stark. With a humanities subject, it is hard to know how much more she might have written (especially if she is succinct), so it really didn't show as much, especially in early high school. With maths in year 7- she was only getting to 70% of the paper - with the last 30% blank, but of the 70% completed around 95% was answered correctly (and if you switched the order of the problems, then it is a different 95% completed and done correctly) - it was maths that really highlighted that something odd was going on. Hence maths was the most dramatic improvement on getting the extra time in the middle of year 7. Went from set 2 to set 1 as soon as she got it (around a 20% increase in test scores), and she has stayed in set 1 all the way through to Year 11 (took slightly longer to move from set 2 to set 1 in science, but by the end of year 7 the same had happened). Had much less of an impact in English - yes she wrote/writes more, but not so clear that the quality improved - still likely to go off on a tangent or not give the answer the way they want in a way she doesn't in maths, where it is just about being slow but the answer will be right.
Yes, she is usually the only one with the extra time who uses every scrap of it in maths (and even with it, she is lucky to finish the paper and doesn't have time to check). But such students do exist, so please don't make assumptions. We had such a battle probably because her profile is unusual. Or maybe it isn't really - maybe there are others like her out there who are written off as not good at maths, when it is just about speed. Maybe what is really unusual is that she is really very mathematically able, just extraordinarily slow at getting it down on paper, so the extra time makes such a dramatic difference. If she had been getting more of the problems wrong, and not understanding quite so much in class (or I had not jumped up an down and said, look, look), I am sure she would have just been written off as not mathematical. I only first had an inkling after she took the SATs in Year 6, and when I asked howthe maths paper went - she told me she didn't finish the maths paper! I then asked whether she had been finishing the practice papers (which I knew they did in school)?" - only to be answered with "Oh no, I am always the only one not finished so I get sent to the library to finish" ! Of course nobody had bothered to tell me as her mum. And it was only because of this one conversation, that I was watching for the test papers coming home in Year 7, where it became obvious (at least to me) what was going on. Because from the Year 6 maths teacher's point of view, since DD could get 105 in her SATs, there was nothing to worry about or bother to mention to the parents - even though I am, with hindsight willing to wager that the 105 was with only completing 70% of the paper. And like all the other teachers, the Year 7 maths teacher just assumed that DD didn't understand/hadn't revised, whatever it was at the back end of the paper (although she did admit after I started pointing the situation out, that it didn't fit, that DD seemed to always understand how to do the problems in class - even if she never got through as many of them as others in the class - so the test results were odd). But if I hadn't been doing some sleuthing, it seems highly likely that it would have been completely missed! - Which is why it is so important that maths teachers like you are aware that this does exist (although no idea how common it is), so you can watch out for it. Because the ones who need extra time specifically because of maths, even more than the humanities, might be the ones going under your radar and not getting the extra time at all. And they might even be really quite good mathematicians, if you give them long enough, just due to something in their brains making it take longer to do problems than one would expect they are not getting a chance to show it!