Although Response to Intervention (RTI) is viewed as a promising model for preventing learning difficulties in reading, several authors have highlighted the challenges associated with its implementation in educational settings (Barrio et al., 2015; Fuchs & Vaughn, 2012; Mitchell et al., 2012). After a decade of implementing this model in the United States, researchers insist on the need for more studies on the practical issues related to the implementation of this model (Barrio et al., 2015; Simonsen et al., 2010). The purpose of this article is to present the results of a multi-case study on the roles of teachers and remedial teachers in the context of the implementation of the RTI in reading in three elementary schools. It focuses more specifically on the organization of services based on the different evaluation and intervention procedures associated with the RTI. The results indicate the presence or emergence of a data culture in the three sites studied. It was possible to observe that RTI evaluation and intervention procedures are viewed as structuring benchmarks for organizing and planning services throughout the school year for first and second Grade students at-risk and those already struggling with reading difficulties.
尽管干预反应(RTI)被视为一种很有前途的预防阅读学习困难的模式，但一些作者强调了在教育环境中实施该模式所面临的挑战(Barrio等人，2015;Fuchs & Vaughn, 2012;Mitchell et al.， 2012)。在美国实施该模式十年后，研究人员坚持认为需要对该模式实施相关的实际问题进行更多的研究(Barrio et al.， 2015;Simonsen等人，2010)。本文的目的是介绍在三所小学实施RTI阅读的背景下，教师和补习教师角色的多案例研究结果。它更具体地侧重于基于与RTI相关的不同评估和干预程序的服务组织。结果表明，在研究的三个地点存在或出现了数据文化。可以观察到，RTI评估和干预程序被视为组织和规划整个学年为有风险的一年级和二年级学生以及那些已经在阅读困难中挣扎的学生提供服务的结构基准。
{"title":"Response to Intervention as a Structuring Benchmark for Organizing Services for Students at Risk and With Learning Difficulties in Reading: A Multiple Case Study in Three Elementary Schools","authors":"Élisabeth Boily, Chantal Ouellet, Pascale Thériault","doi":"10.18666/ldmj-2023-v28-i1-12130","DOIUrl":"https://doi.org/10.18666/ldmj-2023-v28-i1-12130","url":null,"abstract":"Although Response to Intervention (RTI) is viewed as a promising model for preventing learning difficulties in reading, several authors have highlighted the challenges associated with its implementation in educational settings (Barrio et al., 2015; Fuchs & Vaughn, 2012; Mitchell et al., 2012). After a decade of implementing this model in the United States, researchers insist on the need for more studies on the practical issues related to the implementation of this model (Barrio et al., 2015; Simonsen et al., 2010). The purpose of this article is to present the results of a multi-case study on the roles of teachers and remedial teachers in the context of the implementation of the RTI in reading in three elementary schools. It focuses more specifically on the organization of services based on the different evaluation and intervention procedures associated with the RTI. The results indicate the presence or emergence of a data culture in the three sites studied. It was possible to observe that RTI evaluation and intervention procedures are viewed as structuring benchmarks for organizing and planning services throughout the school year for first and second Grade students at-risk and those already struggling with reading difficulties.","PeriodicalId":42442,"journal":{"name":"Learning Disabilities-A Multidisciplinary Journal","volume":"97 3 1","pages":""},"PeriodicalIF":1.6,"publicationDate":"2023-08-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77184023","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-08-14DOI: 10.18666/ldmj-2023-v28-i1-11671
Amber DeBono, Julia English, Michele Heimbauer, Elizabeth Mendelsohn, Jonathan D. Cohen
Although students with learning disabilities (SwLD) are at greater risk (compared to typical learners) for dropping out of high school, not attending college, and unemployment, some SwLD lead successful lives (Aro et al., 2019; Mazzotti et al., 2021; Wagner et al., 2005). Little, however, is known as to what factors support this subset of SwLD in defying the odds and achieving success by graduating from college and leading satisfying lives. Alumni from Winston Preparatory School (Winston), a school exclusively for SwLD that has a strong track record for high school graduation and college attendance, were recruited for this study. Results from a previous study on Winston alumni indicated all attended college and most: graduated college, were employed, and had someone who socially supported them. The present study described in this paper built on these findings. Results indicated that when students felt supported by teachers and people at home, they were more likely to report high levels of three social and emotional learning skills which predicted several measures of student success. These results may offer possible explanations for why certain SwLD succeed but more research, possibly longitudinal, is needed to gain a more thorough understanding of the factors involved.
尽管有学习障碍(SwLD)的学生(与典型的学习者相比)在高中辍学、不上大学和失业方面面临更大的风险，但一些学习障碍学生过着成功的生活(Aro等人，2019;Mazzotti等人，2021;Wagner et al.， 2005)。然而，很少有人知道是什么因素支持SwLD的这一部分人克服困难，从大学毕业并过上满意的生活，取得成功。温斯顿预备学校的校友(温斯顿)是一所专门为SwLD开设的学校，在高中毕业和大学入学方面有着良好的记录，他们被招募参加这项研究。之前一项针对温斯顿校友的研究结果表明，所有人都上过大学，大多数人大学毕业，都有工作，并且有人在社会上支持他们。本文所述的研究是建立在这些发现的基础上的。结果表明，当学生感到受到老师和家人的支持时，他们更有可能报告高水平的三种社交和情感学习技能，这预示着学生成功的几个指标。这些结果可能为某些SwLD成功的原因提供了可能的解释，但需要更多的研究，可能是纵向的，以获得对所涉及因素的更彻底的了解。
{"title":"Supportive Environments Providing Social and Emotional Learning Explain Success in People with Learning Disabilities","authors":"Amber DeBono, Julia English, Michele Heimbauer, Elizabeth Mendelsohn, Jonathan D. Cohen","doi":"10.18666/ldmj-2023-v28-i1-11671","DOIUrl":"https://doi.org/10.18666/ldmj-2023-v28-i1-11671","url":null,"abstract":"Although students with learning disabilities (SwLD) are at greater risk (compared to typical learners) for dropping out of high school, not attending college, and unemployment, some SwLD lead successful lives (Aro et al., 2019; Mazzotti et al., 2021; Wagner et al., 2005). Little, however, is known as to what factors support this subset of SwLD in defying the odds and achieving success by graduating from college and leading satisfying lives. Alumni from Winston Preparatory School (Winston), a school exclusively for SwLD that has a strong track record for high school graduation and college attendance, were recruited for this study. Results from a previous study on Winston alumni indicated all attended college and most: graduated college, were employed, and had someone who socially supported them. The present study described in this paper built on these findings. Results indicated that when students felt supported by teachers and people at home, they were more likely to report high levels of three social and emotional learning skills which predicted several measures of student success. These results may offer possible explanations for why certain SwLD succeed but more research, possibly longitudinal, is needed to gain a more thorough understanding of the factors involved.","PeriodicalId":42442,"journal":{"name":"Learning Disabilities-A Multidisciplinary Journal","volume":"42 1","pages":""},"PeriodicalIF":1.6,"publicationDate":"2023-08-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88323119","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-08-14DOI: 10.18666/ldmj-2023-v28-i1-11270
K. A. Lowrey, Leonard C. W. Troughton, Ryan Nation, Samantha Papp, L. Williams
The purpose of this analysis was to systematically review research specific to the transition of students with Specific Learning Disabilities (SLD) and report identified key components of that process along with identifiable gaps to offer information useful for practitioners, families, and others that may be supporting students with SLD during transition. Researchers reviewed thirty years of research since the 1990 addition of transition to IDEA. Fifty-four articles met established inclusion/exclusion criteria specific to students with SLD in the United States. Articles included qualitative and quantitative studies, literature reviews, policy papers, and conceptual frameworks describing effective transition practices and services. Five themes from the literature were identified. Utilizing a historical frame, researchers analyzed the five key themes identified in the context of previously identified key components for transition planning. Recommendations and implications are suggested for future research.
{"title":"An Evidence Review of Key Transition Components for Students with Learning Disabilities","authors":"K. A. Lowrey, Leonard C. W. Troughton, Ryan Nation, Samantha Papp, L. Williams","doi":"10.18666/ldmj-2023-v28-i1-11270","DOIUrl":"https://doi.org/10.18666/ldmj-2023-v28-i1-11270","url":null,"abstract":"The purpose of this analysis was to systematically review research specific to the transition of students with Specific Learning Disabilities (SLD) and report identified key components of that process along with identifiable gaps to offer information useful for practitioners, families, and others that may be supporting students with SLD during transition. Researchers reviewed thirty years of research since the 1990 addition of transition to IDEA. Fifty-four articles met established inclusion/exclusion criteria specific to students with SLD in the United States. Articles included qualitative and quantitative studies, literature reviews, policy papers, and conceptual frameworks describing effective transition practices and services. Five themes from the literature were identified. Utilizing a historical frame, researchers analyzed the five key themes identified in the context of previously identified key components for transition planning. Recommendations and implications are suggested for future research.","PeriodicalId":42442,"journal":{"name":"Learning Disabilities-A Multidisciplinary Journal","volume":"60 1","pages":""},"PeriodicalIF":1.6,"publicationDate":"2023-08-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91252305","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-26DOI: 10.18666/ldmj-2021-v27-i1-9988
M. Driver
Multi-tiered System of Supports (MTSS) is a framework in which educators intensify intervention and instructional supports in response to student data. Response to Intervention (RTI), is one of the most prevalent forms of MTSS utilized in schools and is commonly used to identify students with disabilities, including culturally and linguistically diverse learners who are often disproportionately represented in special education. Culturally and linguistically relevant RTI holds promise for promoting equitable outcomes for diverse students, including Dual Language Learners (DLL). A case study design was used to explore the actions and beliefs of an elementary mathematics teacher as she sought to meet the needs of a diverse group of learners. Findings illustrate examples of individual and collective teacher efficacy, understanding student progress, valuing student voice and discourse, believing in her CLD students’ ability to succeed, and working towards a larger shared vision at the school. Implications for culturally and linguistically relevant tiered mathematics instruction are discussed.
{"title":"Culturally Sustaining Mathematics for Dual Language Learners in a Multitiered System of Supports","authors":"M. Driver","doi":"10.18666/ldmj-2021-v27-i1-9988","DOIUrl":"https://doi.org/10.18666/ldmj-2021-v27-i1-9988","url":null,"abstract":"Multi-tiered System of Supports (MTSS) is a framework in which educators intensify intervention and instructional supports in response to student data. Response to Intervention (RTI), is one of the most prevalent forms of MTSS utilized in schools and is commonly used to identify students with disabilities, including culturally and linguistically diverse learners who are often disproportionately represented in special education. Culturally and linguistically relevant RTI holds promise for promoting equitable outcomes for diverse students, including Dual Language Learners (DLL). A case study design was used to explore the actions and beliefs of an elementary mathematics teacher as she sought to meet the needs of a diverse group of learners. Findings illustrate examples of individual and collective teacher efficacy, understanding student progress, valuing student voice and discourse, believing in her CLD students’ ability to succeed, and working towards a larger shared vision at the school. Implications for culturally and linguistically relevant tiered mathematics instruction are discussed.","PeriodicalId":42442,"journal":{"name":"Learning Disabilities-A Multidisciplinary Journal","volume":"1 1","pages":""},"PeriodicalIF":1.6,"publicationDate":"2022-01-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80661132","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-26DOI: 10.18666/ldmj-2021-v27-i1-11317
M. Burns, McKinzie D. Duesenberg‐Marshall, Elizabeth M. McCollom, Nikita McCree, Heba Abdelnaby
An appropriate level of challenge for reading, called the instructional level, consists of 93% to 97% known words within the text. The current study examined if an instructional level could be facilitated by preteaching words to a male second grade student identified with a learning disability in reading. Key and high-frequency words were pretaught before reading passages, which made up the experimental condition in a single-subject reversal design. A baseline condition was also used in which the child read from similar passages without preteaching words. Results suggested that preteaching the words led to a percentage of known words that fell within the instructional level, and increased fluent reading of the experimental passages. Implications for practice and suggestions for future research are included.
{"title":"Preteaching Words to Facilitate an Instructional Level in Reading with a Student with a Specific Learning Disability in Reading","authors":"M. Burns, McKinzie D. Duesenberg‐Marshall, Elizabeth M. McCollom, Nikita McCree, Heba Abdelnaby","doi":"10.18666/ldmj-2021-v27-i1-11317","DOIUrl":"https://doi.org/10.18666/ldmj-2021-v27-i1-11317","url":null,"abstract":"An appropriate level of challenge for reading, called the instructional level, consists of 93% to 97% known words within the text. The current study examined if an instructional level could be facilitated by preteaching words to a male second grade student identified with a learning disability in reading. Key and high-frequency words were pretaught before reading passages, which made up the experimental condition in a single-subject reversal design. A baseline condition was also used in which the child read from similar passages without preteaching words. Results suggested that preteaching the words led to a percentage of known words that fell within the instructional level, and increased fluent reading of the experimental passages. Implications for practice and suggestions for future research are included.","PeriodicalId":42442,"journal":{"name":"Learning Disabilities-A Multidisciplinary Journal","volume":"12 1","pages":""},"PeriodicalIF":1.6,"publicationDate":"2022-01-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83567181","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-26DOI: 10.18666/ldmj-2021-v27-i1-11224
Kathy B. Ewoldt, J. Morgan
Writing is a recursive endeavor that includes multiple and often simultaneous steps (Graham & Harris, 2013; Harris et al., 2002; Rijlaarsdam et al., 2012) and is influenced by the task, environment, and learner characteristics (Flower & Hayes, 1981). These complexities within the writing process complicate the development and implementation of interventions because a breakdown in any of these areas can cause writing difficulties. This study examined an intervention designed to improve writing knowledge and skills by teaching students a strategy for creating a well-organized paragraph through a backward- then forward-sequencing of instruction. The strategy used a systematic coding method across the initial steps of the writing process (i.e., prewriting, drafting) using a graphic organizer and exemplar paragraphs. Ten elementary students in three resource classrooms at an urban school with a high English learner population in the southwestern United States participated in the four-week intervention program. Using non-parametric methods, the comparison of pre- and post-intervention measures indicate both statistically and practically significant improvements in sentence knowledge and expository paragraph writing skills; implications are discussed.
写作是一种递归的努力，包括多个通常同时进行的步骤(Graham & Harris, 2013;Harris et al.， 2002;Rijlaarsdam et al.， 2012)，并受到任务、环境和学习者特征的影响(Flower & Hayes, 1981)。写作过程中的这些复杂性使干预措施的发展和实施复杂化，因为任何这些领域的崩溃都可能导致写作困难。本研究考察了一种旨在提高写作知识和技能的干预措施，通过向后和向前顺序的教学，教学生创建一个组织良好的段落的策略。该策略使用了一种系统的编码方法，贯穿写作过程的最初步骤(即，预写，起草)，使用图形组织者和范例段落。美国西南部一所英语学习者较多的城市学校的三个资源教室中的10名小学生参加了为期四周的干预计划。采用非参数方法，比较干预前后的措施表明，句子知识和说明性段落写作技能在统计上和实践上都有显著提高;讨论了影响。
{"title":"Reverse Engineering the Initial Steps of the Writing Process for Students with Learning Disabilities","authors":"Kathy B. Ewoldt, J. Morgan","doi":"10.18666/ldmj-2021-v27-i1-11224","DOIUrl":"https://doi.org/10.18666/ldmj-2021-v27-i1-11224","url":null,"abstract":"Writing is a recursive endeavor that includes multiple and often simultaneous steps (Graham & Harris, 2013; Harris et al., 2002; Rijlaarsdam et al., 2012) and is influenced by the task, environment, and learner characteristics (Flower & Hayes, 1981). These complexities within the writing process complicate the development and implementation of interventions because a breakdown in any of these areas can cause writing difficulties. This study examined an intervention designed to improve writing knowledge and skills by teaching students a strategy for creating a well-organized paragraph through a backward- then forward-sequencing of instruction. The strategy used a systematic coding method across the initial steps of the writing process (i.e., prewriting, drafting) using a graphic organizer and exemplar paragraphs. Ten elementary students in three resource classrooms at an urban school with a high English learner population in the southwestern United States participated in the four-week intervention program. Using non-parametric methods, the comparison of pre- and post-intervention measures indicate both statistically and practically significant improvements in sentence knowledge and expository paragraph writing skills; implications are discussed.","PeriodicalId":42442,"journal":{"name":"Learning Disabilities-A Multidisciplinary Journal","volume":"40 1","pages":""},"PeriodicalIF":1.6,"publicationDate":"2022-01-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86656519","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-26DOI: 10.18666/ldmj-2021-v27-i1-10302
Brett Zyromski, Moira Konrad, Sarah Geiger
A modified version of the Student Success Skills (SSS) curriculum, designed to help address the need for intervention in executive functioning skills, metacognition skills, and social skills, was offered to a small group of students in eighth grade who were identified with learning disabilities to positively impact their learning strategies and knowledge. The purpose of this pilot study was to measure the effects of this modified version of SSS on students’ (a) skills and behaviors associated with improved school performance; (b) generalization of those skills to scenarios; and (c) school-related outcomes, including a teacher report. The study design applied a single subject multiple probe across students. The primary dependent variable measured in this study was the number of school-success-related skills and strategies students identified. Findings suggest a functional relation between the modified version of SSS and participants’ ability to name skills and behaviors associated with school success. The findings of the current study, as a collaboration with school counselors and special educators, provide a first step towards illustrating the impact of a modified SSS intervention with students with IEPs. Students reported enjoying and learning from the lessons.
{"title":"Modified Student Success Skills for Students with Learning Disabilities: A Pilot Study","authors":"Brett Zyromski, Moira Konrad, Sarah Geiger","doi":"10.18666/ldmj-2021-v27-i1-10302","DOIUrl":"https://doi.org/10.18666/ldmj-2021-v27-i1-10302","url":null,"abstract":"A modified version of the Student Success Skills (SSS) curriculum, designed to help address the need for intervention in executive functioning skills, metacognition skills, and social skills, was offered to a small group of students in eighth grade who were identified with learning disabilities to positively impact their learning strategies and knowledge. The purpose of this pilot study was to measure the effects of this modified version of SSS on students’ (a) skills and behaviors associated with improved school performance; (b) generalization of those skills to scenarios; and (c) school-related outcomes, including a teacher report. The study design applied a single subject multiple probe across students. The primary dependent variable measured in this study was the number of school-success-related skills and strategies students identified. Findings suggest a functional relation between the modified version of SSS and participants’ ability to name skills and behaviors associated with school success. The findings of the current study, as a collaboration with school counselors and special educators, provide a first step towards illustrating the impact of a modified SSS intervention with students with IEPs. Students reported enjoying and learning from the lessons.","PeriodicalId":42442,"journal":{"name":"Learning Disabilities-A Multidisciplinary Journal","volume":"29 1","pages":""},"PeriodicalIF":1.6,"publicationDate":"2022-01-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72933046","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-09-24DOI: 10.18666/ldmj-2021-v26-i2-10860
Manju Banerjee, Adam R. Lalor, Joseph W. Madaus, Loring Cole Brinckerhoff
{"title":"A Survey of Postsecondary Disability Service Website Information","authors":"Manju Banerjee, Adam R. Lalor, Joseph W. Madaus, Loring Cole Brinckerhoff","doi":"10.18666/ldmj-2021-v26-i2-10860","DOIUrl":"https://doi.org/10.18666/ldmj-2021-v26-i2-10860","url":null,"abstract":"","PeriodicalId":42442,"journal":{"name":"Learning Disabilities-A Multidisciplinary Journal","volume":"19 1","pages":""},"PeriodicalIF":1.6,"publicationDate":"2021-09-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74233975","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-09-24DOI: 10.18666/ldmj-2021-v26-i2-10788
Benjamin J. Lovett, Will Lindstrom
In 2012, the Association on Higher Education and Disability (AHEAD) released guidance for disability documentation meant to help support students’ requests for accommodations. Even at that time, the guidance went against AHEAD’s own prior statements, and was contradicted by a developing body of empirical research. Since the release of the guidance, that body of research has grown substantially, continuing to question the accuracy of students’ self-reports and the value of casual conversations and observations made by disability services professionals. In addition, recent research has suggested that even external documentation from disability evaluators (such as psychologists) must be very carefully reviewed to ensure that there is sufficient evidence to support disability accommodations. We discuss selected findings from the empirical literature and propose improvements to documentation review processes.
{"title":"The AHEAD Documentation Guidance at 10 Years: Continuing Concerns","authors":"Benjamin J. Lovett, Will Lindstrom","doi":"10.18666/ldmj-2021-v26-i2-10788","DOIUrl":"https://doi.org/10.18666/ldmj-2021-v26-i2-10788","url":null,"abstract":"In 2012, the Association on Higher Education and Disability (AHEAD) released guidance for disability documentation meant to help support students’ requests for accommodations. Even at that time, the guidance went against AHEAD’s own prior statements, and was contradicted by a developing body of empirical research. Since the release of the guidance, that body of research has grown substantially, continuing to question the accuracy of students’ self-reports and the value of casual conversations and observations made by disability services professionals. In addition, recent research has suggested that even external documentation from disability evaluators (such as psychologists) must be very carefully reviewed to ensure that there is sufficient evidence to support disability accommodations. We discuss selected findings from the empirical literature and propose improvements to documentation review processes.","PeriodicalId":42442,"journal":{"name":"Learning Disabilities-A Multidisciplinary Journal","volume":"21 1","pages":""},"PeriodicalIF":1.6,"publicationDate":"2021-09-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73358387","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-09-24DOI: 10.18666/ldmj-2021-v26-i2-11121
Emily Tarconish, Ashley Taconet, Nicholas W. Gelbar, Joseph W. Madaus, Lyman L. Dukes, Michael N. Faggella-Luby
The two laws primarily governing disability services in postsecondary education, the Americans with Disabilities Act Amendments Act (ADAAA) and Section 504 of the Rehabilitation Act of 1973, permit institutions of higher education to determine disability documentation requirements on an individual basis. Many institutions have utilized documentation guidelines delineating a range of domains to be addressed, and often, suggestions for specific tests to be included, as well as strict recency requirements. Following passage of the ADAAA in 2008, the Association on Higher Education and Disability (AHEAD) published documentation guidance practices that reflected the updated ADAAA. The current qualitative study examined the perspectives of 12 directors of disability services (DDS) at postsecondary institutions in the United States regarding the disability documentation requirements at their respective schools and their perspectives on why the standards were adopted. Findings revealed a wide spectrum from flexibility to rigidity in requirements from those who employ traditional guidelines to those who apply selective degrees of the AHEAD guidance. Benefits and drawbacks of documentation and the AHEAD guidance are discussed, as well as suggestions for practitioners and institutions seeking to implement the AHEAD guidance.
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