Factors Related to Extended Time Use by College Students With Disabilities

2020 ◽  
pp. 074193252097278
Author(s):  
Nicholas Gelbar ◽  
Joseph Madaus
Keyword(s):  
Students With Disabilities ◽  
Research University ◽  
Postsecondary Institutions ◽  
Future Research ◽  
Extended Time ◽  
Additional Time ◽  
Hyperactivity Disorder ◽  
College Students With Disabilities ◽  
And Mathematics ◽  
Large Research

Extended time to complete course examinations is the most commonly provided accommodation to students with disabilities in postsecondary institutions. However, there is a paucity of studies that examine the use and influence of extended time in true testing situations. The present study examined test accommodation used by 596 students with disabilities at a large research university. These students completed a total of 3,726 exams in 1,517 unique courses. Results indicated that extended time was used in approximately half of the tests, and of these, a nearly there was an even split between the use of less than and more than 50% additional time. In a statistical model predicting whether a participant used extended time at least once in a course, having a learning disability, having attention-deficit/hyperactivity disorder (ADHD), and taking a science, technology, engineering, and mathematics (STEM) course were statistically significant predictors of whether a participant used extended time in a course. Implications and areas for future research are presented.

Core Self-Evaluations as a Mediator Between Functional Disability and Life Satisfaction in College Students With Disabilities Majoring in Science and Technology

2015 ◽  
Vol 29 (1) ◽  
pp. 96-104 ◽  
Author(s):  
Susan Miller Smedema ◽  
Joseph S. Pfaller ◽  
Rana A. Yaghmaian ◽  
Hayley Weaver ◽  
Elizabeth da Silva Cardoso ◽  
...  
Keyword(s):  
College Students ◽  
Life Satisfaction ◽  
Students With Disabilities ◽  
Functional Disability ◽  
Future Research ◽  
College Students With Disabilities ◽  
And Mathematics ◽  
Quantitative Descriptive ◽  
Core Self ◽  
The Impact

Purpose: To examine the mediational effect of core self-evaluations (CSE) on the relationship between functional disability and life satisfaction.Methods: A quantitative descriptive design using multiple regression analysis. The participants were 97 college students with disabilities receiving services through Hunter College’s Minority-Disability Alliance (MIND Alliance) in science, technology, engineering, and mathematics.Results: CSE was a partial mediator between functional disability and life satisfaction. After controlling for CSE, functional disability was no longer a significant predictor of life satisfaction.Conclusions: CSE partially mediated the impact of functional disability on life satisfaction. Future research should explore the development of interventions to increase CSE to reduce the effect of disability and to improve life satisfaction and employment outcomes for individuals with disabilities.

Predicting the Extended Time Use of College Students With Disabilities

2019 ◽  
Vol 38 (3) ◽  
pp. 279-290
Author(s):  
Laura M. Spenceley ◽  
Whitney L. M. Wood ◽  
Marisa Valentino ◽  
Lawrence J. Lewandowski
Keyword(s):  
College Students ◽  
Reading Comprehension ◽  
Students With Disabilities ◽  
Rating Scales ◽  
Test Accommodations ◽  
Extended Time ◽  
Group Setting ◽  
Test Taking ◽  
Comprehension Task ◽  
College Students With Disabilities

This study investigated the extent to which standardized reading performance, individual perceptions of reading and test taking skills, and test anxiety predict the amount of extended time needed to equalize test access for college students with disabilities. Thirty-seven college students with a specific learning disorder (LD) and/or an attention deficit hyperactivity disorder (ADHD) diagnosis who received university test accommodations were recruited to participate in this study, along with 37 controls. All participants individually completed standardized reading tests and rating scales, and a timed reading comprehension task in a group setting. Results indicated that participants receiving test accommodations utilized approximately 14% more time than control participants to complete the timed reading task. Regression analyses indicated that the differences in time required to complete the reading comprehension task were related to participants’ reading fluency and decoding, as well as perceptions of the strength of their reading and test taking skills.

The Effects of Writing on Learning in Science, Social Studies, and Mathematics: A Meta-Analysis

2020 ◽  
Vol 90 (2) ◽  
pp. 179-226 ◽  
Author(s):  
Steve Graham ◽  
Sharlene A. Kiuhara ◽  
Meade MacKay
Keyword(s):  
High School Students ◽  
Social Studies ◽  
Students With Disabilities ◽  
Meta Analysis ◽  
Writing To Learn ◽  
Future Research ◽  
School Students ◽  
Letter Grades ◽  
Content Coverage ◽  
And Mathematics

This meta-analysis examined if students writing about content material in science, social studies, and mathematics facilitated learning ( k = 56 experiments). Studies in this review were true or quasi-experiments (with pretests), written in English, and conducted with students in Grades 1 to 12 in which the writing-to-learn activity was part of instruction. Studies were not included if the control condition used writing to support learning (except when treatment students spent more time engaging in writing-to-learn activities), study attrition exceeded 20%, instructional time and content coverage differed between treatment and control conditions, pretest scores approached ceiling levels, letter grades were the learning outcome, and students attended a special school for students with disabilities. As predicted, writing about content reliably enhanced learning (effect size = 0.30). It was equally effective at improving learning in science, social studies, and mathematics as well as the learning of elementary, middle, and high school students. Writing-to-learn effects were not moderated by the features of writing activities, instruction, or assessment. Furthermore, variability in obtained effects were not related to features of study quality. Directions for future research and implications for practice are provided.

Strategies to Increase Representation of Students with Disabilities in Science, Technology, Engineering and Mathematics (STEM)

2015 ◽  
Vol 4 (3) ◽  
pp. 89 ◽  
Author(s):  
Jeffry L. White ◽  
G.H. Massiha
Keyword(s):  
Professional Development ◽  
College Students ◽  
Students With Disabilities ◽  
College Attendance ◽  
Persons With Disabilities ◽  
Science Technology ◽  
Personal Services ◽  
College Students With Disabilities ◽  
And Mathematics ◽  
Integrated Program

As a nation wrestles with the need to train more professionals, persons with disabilities are undereducated and underrepresented in science, technology, engineering, and mathematics (STEM). The following project was proposed to increase representation of students with disabilities in the STEM disciplines. The program emphasizes an integrated program of interventions for college students with disabilities (SwD) majoring in STEM which centers on a system of continuous student monitoring with rapid access to academic and personal services, as well as professional development and degree enhancing experiences supplied during the entire period of college attendance.

Factors Associated With Disability Self-Disclosure to Their Professors Among College Students With Disabilities

2019 ◽  
Vol 43 (2) ◽  
pp. 78-88
Author(s):  
George Mamboleo ◽  
Shengli Dong ◽  
Connor Fais
Keyword(s):  
Students With Disabilities ◽  
Postsecondary Education ◽  
Past Experience ◽  
Future Research ◽  
Self Disclosure ◽  
Disability Support Services ◽  
Factors Associated ◽  
Willingness To Disclose ◽  
Public Colleges And Universities ◽  
College Students With Disabilities

This study examined factors associated with disability disclosure to professors among students with disabilities ( n = 289) who either registered or did not register with disability support services (DSS) in postsecondary education from six public colleges and universities located in a Mid-Atlantic U.S. state. Past experience in requesting accommodations and perceptions of faculty’s willingness to provide accommodations were correlated with willingness to disclose disability. Multiple regression results revealed that gender, grade level, and past experience in requesting accommodations predicted students’ willingness to disclose their disabilities. Implications for counselors and transition educators working with students with disabilities are discussed, along with recommendations for future research.

scholarly journals Overcoming Obstacles to Education: The Experience of Women University Students Diagnosed with Attention-Deficit / Hyperactivity Disorder

2000 ◽  
Vol 30 (1) ◽  
pp. 123-147
Author(s):  
Sonya Corbin Dwyer
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
University Students ◽  
Mental Health Professionals ◽  
Attention Deficit ◽  
Health Professionals ◽  
Postsecondary Institutions ◽  
Future Research ◽  
Hermeneutic Phenomenological ◽  
Hyperactivity Disorder ◽  
Phenomenological Methodology

Much of the research on Attention-Deficit / Hyperactivity Disorder (AD/HD) has been conducted with male children, resulting in limited knowledge of the disorder in females and adults. Even though increasing numbers of students with the disorder are entering postsecondary institutions, AD/HD in this population is an understudied area. A hermeneutic phenomenological methodology was chosen to explore the experience of eight women university students diagnosed with AD/HD. Two themes describing obstacles to their education, Robbed of Time and Thoughts Like a Rubber Ball, were identified. Strategies and treatment issues, implications for educators and mental health professionals, and directions for future research are considered.

Preservice Teachers Exploring the Nature of Science in Simulated Worlds

2015 ◽  
Vol 7 (2) ◽  
pp. 24-45
Author(s):  
Jill A. Marshall ◽  
Tim Erickson ◽  
Kumaridevi Sivam
Keyword(s):  
Preservice Teachers ◽  
Research University ◽  
Student Beliefs ◽  
Online Journal ◽  
Video Recordings ◽  
And Mathematics ◽  
Science And Mathematics Teachers ◽  
Development Course ◽  
Practice Of Science ◽  
Large Research

This article reports an investigation of preservice teachers' interactions with a computer simulation designed to allow them to explore the nature and practices of science. Participants included 188 preservice, secondary-level, science and mathematics teachers who were enrolled in one of seven consecutive semesters in a professional development course as part of the teacher certification program at a large research university. Artifacts, including articles published in an online journal, responses to focus questions, reflections on the activity, as well as audio and video recordings of the activities themselves, were analyzed following a grounded approach. The simulation activities qualified in many respects as authentic science as identified by . Further, what these activities revealed about student beliefs in regard to the nature and practice of science correlated with their reactions toward the simulation and their views of how it might be used in high school classes.

Diverse Pathways to Purpose for College Students With Disabilities

2018 ◽  
Vol 42 (2) ◽  
pp. 111-121 ◽  
Author(s):  
Barbara M. Newman ◽  
Ezekiel W. Kimball ◽  
Annemarie Vaccaro ◽  
Adam Moore ◽  
Peter F. Troiano
Keyword(s):  
College Students ◽  
Students With Disabilities ◽  
Goal Attainment ◽  
Empirical Work ◽  
Well Being ◽  
Future Research ◽  
Theory Approach ◽  
Sense Of Purpose ◽  
High School To College ◽  
College Students With Disabilities

The sense of purpose, which directs and motivates goal attainment, is associated with health and happiness as students make transitions from high school to college and work. Despite its importance for student well-being, little empirical work has addressed the development of purpose among students with disabilities. This article expands on a model of the relationship between purpose development, career aspirations, and disability identity in a sample of 59 college students with a variety of visible and invisible disabilities. Using a constructivist grounded theory approach to the analysis of extensive interviews, results present five pathways to purpose and the processes through which students’ disabilities contribute to their sense of purpose. Implications for practice and future research emerge from this rich source of student voices.

The Influence of Background Auditory Noise on P50 and N100 Suppression Elicited by the Paired-Click Paradigm

2020 ◽  
Vol 34 (3) ◽  
pp. 171-178
Author(s):  
Samantha Major ◽  
Kimberly Carpenter ◽  
Logan Beyer ◽  
Hannah Kwak ◽  
Geraldine Dawson ◽  
...  
Keyword(s):  
Sensory Gating ◽  
Autism Spectrum ◽  
Inhibitory Response ◽  
Future Research ◽  
Typically Developing ◽  
Optimal Outcomes ◽  
Hyperactivity Disorder ◽  
Auditory Sensory Gating ◽  
Auditory Noise ◽  
P50 Suppression

Abstract. Auditory sensory gating is commonly assessed using the Paired-Click Paradigm (PCP), an electroencephalography (EEG) task in which two identical sounds are presented sequentially and the brain’s inhibitory response to the second sound is measured. Many clinical populations demonstrate reduced P50 and/or N100 suppression. Testing sensory gating in children may help to identify individuals at risk for neurodevelopmental disorders earlier, including autism spectrum disorder (ASD) and attention-deficit/hyperactivity disorder (ADHD), which could lead to more optimal outcomes. Minimal research has been done with children because of the difficulty of performing lengthy EEG experiments with young children, requiring them to sit still for long periods of time. We designed a modified, potentially child-friendly version of the PCP and evaluated it in typically developing adults. The PCP was administered twice, once in a traditional silent room (silent movie condition) and once with an audible movie playing (audible movie condition) to minimize boredom and enhance behavioral compliance. We tested whether P50 and N100 suppression were influenced by the presence of the auditory background noise from the movie. N100 suppression was observed in both hemispheres in the silent movie condition and in the left hemisphere only during the audible movie condition, though suppression was attenuated in the audible movie condition. P50 suppression was not observed in either condition. N100 sensory gating was successfully elicited with an audible movie playing during the PCP, supporting the use of the modified task for future research in both children and adults.

College students with disabilities redefine activism: Self-advocacy, storytelling, and collective action.

2016 ◽  
Vol 9 (3) ◽  
pp. 245-260 ◽  
Author(s):  
Ezekiel W. Kimball ◽  
Adam Moore ◽  
Annemarie Vaccaro ◽  
Peter F. Troiano ◽  
Barbara M. Newman
Keyword(s):  
College Students ◽  
Collective Action ◽  
Students With Disabilities ◽  
Self Advocacy ◽  
College Students With Disabilities
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