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Accommodation Decision Making for Postsecondary Students With Learning Disabilities: Individually Tailored or One Size Fits All?

Weis, Robert ; Dean, Emily L. ; Osborne, Karen J.

Journal of learning disabilities, 2016-09, Vol.49 (5), p.484-498 [Periódico revisado por pares]

Los Angeles, CA: SAGE Publications

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Título:
Accommodation Decision Making for Postsecondary Students With Learning Disabilities: Individually Tailored or One Size Fits All?
Autor: Weis, Robert ; Dean, Emily L. ; Osborne, Karen J.
Assuntos: Academic Accommodations (Disabilities) ; Access to Education ; Adolescent ; Adult ; Americans with Disabilities Act 1990 ; Civil Rights Legislation ; Clinical Diagnosis ; College students ; Colleges & universities ; Decision Making ; Diagnostic tests ; Disabilities ; Disability Discrimination ; Educational Legislation ; Equal Education ; Federal Legislation ; Female ; Humans ; Individuals with Disabilities Education Improvement Act 2004 ; Intellectual disabilities ; Learning Disabilities ; Learning Disorders - diagnosis ; Learning Disorders - physiopathology ; Learning Disorders - rehabilitation ; Longitudinal Studies ; Male ; Medical expense deduction ; Medical personnel ; Middle Aged ; National Longitudinal Transition Study of Special Education Students ; Postsecondary Education ; Rehabilitation Act 1973 (Section 504) ; Special Education ; Student Needs ; Students ; Test Taking Skills - standards ; Transitional Programs ; Tuition ; Two Year College Students ; Two Year Colleges ; United States (Midwest) ; Universities ; Young Adult
É parte de: Journal of learning disabilities, 2016-09, Vol.49 (5), p.484-498
Notas: ObjectType-Article-1
SourceType-Scholarly Journals-1
ObjectType-Feature-2
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Descrição: Clinicians uniformly recommend accommodations for college students with learning disabilities; however, we know very little about which accommodations they select and the validity of their recommendations. We examined the assessment documentation of a large sample of community college students receiving academic accommodations for learning disabilities to determine (a) which accommodations their clinicians recommended and (b) whether clinicians’ recommendations were supported by objective data gathered during the assessment process. In addition to test and instructional accommodations, many clinicians recommended that students with learning disabilities should have different educational expectations, standards, and methods of evaluation (i.e., grading) than their nondisabled classmates. Many of their recommendations for accommodations were not supported by objective evidence from students’ history, diagnosis, test data, and current functioning. Furthermore, clinicians often recommended accommodations that were not specific to the student’s diagnosis or area of disability. Our findings highlight the need for individually selected accommodations matched to students’ needs and academic contexts.
Editor: Los Angeles, CA: SAGE Publications
Idioma: Inglês

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Accommodation Decision Making for Postsecondary Students With Learning Disabilities: Individually Tailored or One Size Fits All?

Weis, Robert ; Dean, Emily L. ; Osborne, Karen J.

Los Angeles, CA: SAGE Publications

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