Initially, these three students were denied this adaptation, with the explanation that they had not been diagnosed during their compulsory secondary education (ESO). However, after persistent complaints from their families and interventions with the Education Delegation, this right has finally been recognized.

One of the mothers, María García Bueno, recounted that after several visits to the Delegation and filing an appeal, she received a call from the Education delegate, Miguel Briones, who informed her of the adaptation's approval. According to María, the delegate justified previous rejections by citing "a lot of trickery" in similar applications, but he conceded in her daughter's case, who is diagnosed with level 1 autism and high abilities.

María's daughter, who is in Bachillerato (post-compulsory secondary education), had expressed difficulties in finishing exams on time. The adaptation, which will grant her an extra 30 minutes, was approved despite the autism diagnosis occurring during Bachillerato, not ESO, as initially required by regulations.

Similar situations have been experienced by the families of Inés and Ana. Inés, daughter of Manuel de Castro, has severe dyslexia, detected at the beginning of Bachillerato. Her father states that the school requested the adaptation in February, but it was rejected. After joining a group of affected parents, they managed to have their cases reviewed individually.

José Domingo Sánchez, father of Ana, whose daughter was also diagnosed with dyslexia at the IES Ben Al Jatib during Bachillerato, shared a similar experience. Despite prior warnings to the school about his daughter's potential dyslexia, no tests were conducted until the situation became more apparent. The initial rejection of the Selectividad adaptation caused frustration, but after a meeting with the delegate, it was granted.

The parents express satisfaction at having secured the adaptation but lament the process's arbitrariness and lack of clear criteria. They warn that without the ability to appeal and dedicate time to these administrative tasks, other students with similar needs might not have their rights recognized, potentially affecting their academic performance.