scholarly journals In the Nick of Time: A Pan-Canadian Examination of Extended Testing Time Accommodation in Post-secondary Schools

2017 ◽  
Vol 6 (1) ◽  
pp. 28 ◽  
Author(s):  
Laura Sokal ◽  
Alina Wilson
Keyword(s):  
Decision Making ◽  
Learning Disabilities ◽  
Students With Disabilities ◽  
Secondary Students ◽  
Testing Time ◽  
Students With Learning Disabilities ◽  
Post Secondary ◽  
Standard Testing ◽  
Exemplary Practices ◽  
Decision Making Processes

Extended testing time accommodation (ETTA) is the most common accommodation assigned to post-secondary students with disabilities. We examined data on the processes of providing and monitoring the use of ETTA at 48 Canadian post-secondary institutions who provided accommodations to over 43,000 students with disabilities in every province in Canada. Findings indicated that students with learning disabilities were the most likely to be allocated ETTA. The most common duration of ETTA by far was 150% of the standard testing time provided to other students, and was typically assigned in over 70% of cases-- despite there being no valid empirical evidence to support this practice. In almost half of the institutions following this practice, this duration of ETTA was typically awarded upon intake based on guidelines, policies, or the belief that research exists to support this procedure, and in over 40% of these institutions there were no procedures in place for monitoring and modifying ETTA allowances once assigned. There was evidence of some exemplary practices in terms of the decision-making processes that went into determining and monitoring individual student’s ETTA durations. However, concerns were raised in some cases by the rationales for providing specific durations of ETTA, and by the lack of monitoring that together comprised ‘blanket’ accommodations.

scholarly journals Dissing learning disabilities

2021 ◽  
Author(s):  
Richa Sud
Keyword(s):  
Learning Disabilities ◽  
Academic Success ◽  
Secondary Students ◽  
Academic Experiences ◽  
Social Model ◽  
Students With Learning Disabilities ◽  
Structured Interviews ◽  
Social Model Of Disability ◽  
Post Secondary ◽  
Qualitative Research Study

This qualitative research study explores the experiences of post-secondary students with Learning Disabilities (LDs). Using phenomenology, semi-structured interviews were conducted with four university students from Southern Ontario. The study discusses the strengths, challenges, commonalities and differences between the students‘ academic experiences through which they have derived current academic success. Data analysis draws from Critical Theory of Education, Social Model of Disability and Goffman‘s analysis of Stigma. The findings in this study provide insight into the classroom experiences of the students with LDs in elementary, middle and high schools. Further, they help understand ways adapted by students to navigate the education system through each of their varied experiences. This paper will conclude with implications and suggestions for social work professionals working with students who have LDs.

Decision-Making Practices During the Instrument Selection Process: The Choices We Make

2018 ◽  
Vol 44 (4) ◽  
pp. 281-291
Author(s):  
Jessica A. Rueter ◽  
Rochell McWhorter ◽  
Julie Delello
Keyword(s):  
Decision Making ◽  
Learning Disabilities ◽  
Selection Process ◽  
School Personnel ◽  
Learning Disabled ◽  
Basic Knowledge ◽  
Students With Learning Disabilities ◽  
Instrument Selection ◽  
Face To Face ◽  
Decision Making Processes

The purpose of this article is to understand the decision-making processes by assessment personnel when choosing instruments to evaluate students with learning disabilities. Eight school personnel responsible for the evaluation of students in Texas participated in face-to-face, semistructured interviews. The instruments chosen were based on a variety of factors including the personnel’s basic knowledge and training on the use of the instruments, the culture and climate of the district, and the overall characteristics of the child being tested. The findings of this study suggested that assessment personnel encounter many decisions when evaluating children with learning disabilities. Implications from this study include the need for frequent support in encouraging reflective thinking and assessment training for those responsible for the important decisions regarding the identification and placement of students who are learning disabled.

Hidden Disabilities

2022 ◽  
pp. 104-114
Author(s):  
Cheryl Irish
Keyword(s):  
Learning Disabilities ◽  
Students With Disabilities ◽  
Bachelor's Degree ◽  
Nonverbal Learning Disabilities ◽  
Students With Learning Disabilities ◽  
Post Secondary ◽  
Hidden Disabilities ◽  
Nonverbal Learning ◽  
Research Findings ◽  
The University

Students with disabilities are choosing post-secondary educational options at increasing rates. While students with learning disabilities are endeavoring to earn degrees, many have typically struggled to meet the academic requirements. Research findings suggest that appropriate academic support tailored to individual needs and provided throughout the course of study can be effective in assisting students to attain a bachelor's degree. Effective supports for college students with learning disabilities include strategies that allow for multiple means of engagement, representation, and expression. This chapter will explore the college journey of a young man with nonverbal learning disabilities. The characteristics of NVLD and how those characteristics were expressed in his life will be reviewed. The student and a professor from the university discuss specific supports that lessened the effects of deficient executive function and information processing. The author also shares how the ongoing supports provided in college facilitated the student's attainment of a bachelor's degree.

scholarly journals Dissing learning disabilities

2021 ◽  
Author(s):  
Richa Sud
Keyword(s):  
Learning Disabilities ◽  
Academic Success ◽  
Secondary Students ◽  
Academic Experiences ◽  
Social Model ◽  
Students With Learning Disabilities ◽  
Structured Interviews ◽  
Social Model Of Disability ◽  
Post Secondary ◽  
Qualitative Research Study

This qualitative research study explores the experiences of post-secondary students with Learning Disabilities (LDs). Using phenomenology, semi-structured interviews were conducted with four university students from Southern Ontario. The study discusses the strengths, challenges, commonalities and differences between the students‘ academic experiences through which they have derived current academic success. Data analysis draws from Critical Theory of Education, Social Model of Disability and Goffman‘s analysis of Stigma. The findings in this study provide insight into the classroom experiences of the students with LDs in elementary, middle and high schools. Further, they help understand ways adapted by students to navigate the education system through each of their varied experiences. This paper will conclude with implications and suggestions for social work professionals working with students who have LDs.

Review of Mathematics Interventions for Secondary Students With Learning Disabilities

2016 ◽  
Vol 40 (1) ◽  
pp. 29-40 ◽  
Author(s):  
Samantha Marita ◽  
Casey Hord
Keyword(s):  
Learning Disabilities ◽  
Students With Disabilities ◽  
Secondary Students ◽  
Future Research ◽  
Students With Learning Disabilities ◽  
Mathematics Interventions ◽  
School Interventions ◽  
Mathematical Skills ◽  
Based Instruction ◽  
Support Students

Recent educational policy has raised the standards that all students, including students with disabilities, must meet in mathematics. To examine the strategies currently used to support students with learning disabilities, the authors reviewed literature from 2006 to 2014 on mathematics interventions for students with learning disabilities. The 12 articles reviewed contain various instructional focuses, including systematic instructions, problem-based instruction, and visual representation. This review includes discussion of the interventions used, including the success of interventions used for both students with disabilities and students without disabilities. Implications for practice and future research are also discussed, including the need for continued research on middle and high school interventions to address a variety of mathematical skills and concepts.

Effects of a Computerized Program on Use of the Test-Taking Strategy by Secondary Students with Disabilities

2009 ◽  
Vol 32 (3) ◽  
pp. 165-179 ◽  
Author(s):  
Paula E. Lancaster ◽  
Jean B. Schumaker ◽  
Sean J. C. Lancaster ◽  
Donald D. Deshler
Keyword(s):  
Learning Disabilities ◽  
Students With Disabilities ◽  
Secondary Students ◽  
Secondary Level ◽  
Students With Learning Disabilities ◽  
Test Taking ◽  
Competency Testing ◽  
Quasi Experimental ◽  
Test Taking Strategy ◽  
Current Emphasis

Students with disabilities must meet many testing demands, given the current emphasis on accountability and state competency testing. The purpose of this project was to develop and field test a computerized program to teach the Test-Taking Strategy (Hughes, Schumaker, Deshler, & Mercer, 1988) to secondary-level students with disabilities. The original instruction for the Test-Taking Strategy, validated by Hughes and Schumaker (1991), was transformed into a computerized format based on input from students, teachers, design experts, and technical consultants. A quasi-experimental design utilizing intact classes of students with learning disabilities at both the junior-high and high-school levels was employed to determine the effects of the program. Results showed the computerized program was effective in teaching students to use the Test-Taking Strategy. Statistical differences were found between the posttests of the two groups related to their knowledge of the Test-Taking Strategy, use of the strategy steps on tests, and ability to think aloud about their use of the strategy in a test-taking situation. No differences were found between gains made by junior- and senior-high students in the experimental groups. Further research is warranted to determine if this medium is effective for teaching students other types of strategies.

Productivity Apps Supporting Higher Order Writing Skills for Secondary Students With Learning Disabilities

2017 ◽  
Vol 53 (5) ◽  
pp. 313-320 ◽  
Author(s):  
Kathy B. Ewoldt
Keyword(s):  
Working Memory ◽  
Learning Disabilities ◽  
Students With Disabilities ◽  
Secondary Students ◽  
Writing Skills ◽  
Higher Order ◽  
Students With Learning Disabilities ◽  
Software Applications ◽  
Academic Supports ◽  
Writing Technology

Students with learning disabilities tend to focus on lower-level elements of writing, leading them to compose poorly organized paragraphs comprised of strings of linear ideas. Deficits in language and working memory negatively impact ability to produce quality writing. Technology and software applications can provide a means of academic supports for students with disabilities. Four productivity applications (i.e., apps) that encourage focusing on higher-order writing skills and support cognitive load are presented for use with secondary students. These apps are combined to provide teachers with a step-by-step technique for instructing students to write a quality expository paragraph.

Integrated Learning: Explicit Strategies and Their Role in Problem-Solving Instruction for Students with Learning Disabilities

1993 ◽  
Vol 59 (5) ◽  
pp. 444-455 ◽  
Author(s):  
Maurice Hollingsworth ◽  
John Woodward
Keyword(s):  
Computer Simulation ◽  
Learning Disabilities ◽  
Problem Solving ◽  
Secondary Students ◽  
Comparison Group ◽  
Strategy Group ◽  
Integrated Learning ◽  
Students With Learning Disabilities ◽  
Simulation Games ◽  
Experimental Group

This study investigated the effectiveness of an explicit strategy as a means of linking facts, concepts, and problem solving in an unfamiliar domain of learning. Participants were 37 secondary students with learning disabilities. All students were taught health facts and concepts, which they then applied to problem-solving exercises presented through computer-simulation games. Students in the experimental group were taught an explicit strategy for solving the problems; the comparison group was given supportive feedback and encouraged to induce their own strategies. The explicit strategy group performed significantly better on two transfer measures, including videotaped problem-solving exercises.

Increasing Secondary Students’ Comprehension Through Explicit Attention to Narrative Text Structure

2021 ◽  
pp. 004005992110255
Author(s):  
Whitney Sommers Butler ◽  
Casey Hord ◽  
Susan Watts-Taffe
Keyword(s):  
Learning Disabilities ◽  
Reading Comprehension ◽  
High School Students ◽  
Reading Instruction ◽  
Secondary Students ◽  
Text Structure ◽  
Literacy Skills ◽  
Students With Learning Disabilities ◽  
Narrative Texts ◽  
School Students

In spite of the prevailing assumption that formal reading instruction is no longer needed once adolescents reach high school, students at the secondary level still benefit from explicit reading instruction to continue developing advanced literacy skills enabling them to access complex narrative texts. This article argues for the importance of teachers to scrutinize the texts they plan to teach to determine what instruction and supports are needed to promote reading comprehension for students with learning disabilities. Specifically, this article examines how nonlinear text structures can challenge adolescent reading comprehension and illustrates explicit text structure instruction with three exemplar texts which use unconventional narrative patterns. The article emphasizes the importance of considering the qualitative features of texts to inform instruction to support reading comprehension for students with learning disabilities.

Resolving Commas Confusion: Erasing Comma Miscues and Promoting Sentence Writing at the Same Time

2021 ◽  
Vol 26 (1) ◽  
Author(s):  
Jean Bragg Schumaker ◽  
Joseph Fisher
Keyword(s):  
Learning Disabilities ◽  
General Education ◽  
Student Learning ◽  
Secondary Students ◽  
State Standards ◽  
Students With Learning Disabilities ◽  
Multimedia Software ◽  
Software Program ◽  
Software Programs ◽  
Diverse Groups

Multimedia software programs have been developed and empirically validated for teaching secondary students with learning disabilities new skills and strategies. Some of them can be appropriately put into practice in general education classes in which diverse groups of students are enrolled. One of them, the Commas Strategies Program (Schumaker & Sheldon, 2009), is featured in this article. Because comma skills are specified in national and state standards, all students are required to learn them. The Commas Strategies Program can be used to ensure that all students learn these skills. This article describes the previous research associated with the program and the components of the program. It also describes the features of the program that were specifically designed to ensure that diverse classes of students will learn from it. Further, it describes procedures teachers can follow to put the program into practice and ensure student learning. Enrichment activities that can also be used associated with the software program are suggested.

Sign in / Sign up

Export Citation Format

Share Document