Journal articles: 'Student accommodations'

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Wright, Anna M., and Kevin R. Meyer. "Exploring the Relationship between Students with Accommodations and Instructor Self-Efficacy in Complying with Accommodations." Higher Learning Research Communications 7, no. 1 (June 30, 2017): 65. http://dx.doi.org/10.18870/hlrc.v7i1.367.

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The willingness and flexibility of university instructors to comply with and provide accommodations for students with disabilities is critical to academic success. The authors examine how communication between students needing accommodations and university instructors impacts instructor self-efficacy, or instructors’ perception that they can meet the accommodation. Specifically, the authors’ explored the relationship between student self-disclosure of a disability and instructor empathy, flexibility, and self-efficacy in meeting student accommodation needs. Results revealed that the more a student self-discloses about a needed accommodation, the more self-efficacy an instructor has in making that accommodation. For the low-disclosure condition, empathy and flexibility were both significant predictors of self-efficacy, whereas, for the high-disclosure condition, only flexibility was a significant predictor of self-efficacy. Finally, instructors’ levels of empathy and flexibility both decreased after reading both the high and low self-disclosure scenarios.

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Simpeh, Fredrick, and Winston Shakantu. "An on-campus university student accommodation model." Journal of Facilities Management 18, no. 3 (July 4, 2020): 213–29. http://dx.doi.org/10.1108/jfm-03-2020-0017.

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Purpose The purpose of this paper is to develop a model that can be used as a guide for the provision, adaptation and management of on-campus student accommodation spaces and services. Design/methodology/approach A phenomenological research strategy was used for the study. Qualitative data were collected by means of focus group discussions (FGDs) and observations. A total of ten FGDs were conducted. The student accommodations were observed to augment the information gathered through the FGDs. The data was analysed thematically. Findings The study found that students perceived some spaces and services as essential, whereas others were perceived as nonessential. Spaces including washroom, sleeping space, kitchen, laundry area and dry line, sick bay, computer area and study area, as well as services such as electricity, water, security, fire safety, internet, study furniture, health care, generators, electric fittings, ventilation, maintenance, pest control, refuse collection and cleaning were perceived as the most essential spaces and services required in student accommodations. It also became evident that apart from the spaces and services aforementioned, a student accommodation should also be provided with spaces and services that promote students’ well-being and leisure. Practical implications The model can be used as a guide by estate, facility, maintenance and hostel managers to effectively manage on-campus university student accommodation spaces and services. Moreover, the model can assist to ensure that all spaces and services perceived as essential are provided when designing, constructing or upgrading student accommodations. Originality/value Although several studies have been conducted on student accommodations, studies that mainly focused on identifying and prioritising the spaces and services required in student accommodations is lacking.

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Sprong, Matthew E., Bryan K. Dallas, Kara Hennenfent, Brianna Cerrito, and Frank Buono. "Race and Disability on Perception on Relative Fairness of Postsecondary Educational Accommodations." Journal of Applied Rehabilitation Counseling 50, no. 2 (June 1, 2019): 118–28. http://dx.doi.org/10.1891/0047-2220.50.2.118.

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The purpose of the current study was to explore how students at a Midwestern University rated the fairness of a student with a disability receiving specific educational accommodations when controlling for the race of the student requesting the accommodation. We were also interested in exploring the impact of disability status and educational level of the student participants on their perception of how fair it would be for the student with the disability in the scenario to receive specific educational accommodations. A logistic regression analysis revealed that the race of the hypothetical student with a disability was not a significant predictor of whether a student deserved educational accommodations. Additionally, participants that disclosed that they had a disability thought the student in the disability-related case scenarios were more deserving of accommodations compared to participants that did not disclose having a disability.

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Lyerly, Eric. "Student Accommodations." Disability Compliance for Higher Education 26, no. 9 (March 10, 2021): 16. http://dx.doi.org/10.1002/dhe.31042.

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Hemmingsson, Helena, and Lena Borell. "Accommodation Needs and Student-Environment Fit in Upper Secondary Schools for Students with Severe Physical Disabilities." Canadian Journal of Occupational Therapy 67, no. 3 (April 2000): 162–72. http://dx.doi.org/10.1177/000841740006700311.

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The purpose of this study was to identify, from the personal perspective of students with disability, their needs for physical and social accommodations in upper secondary schools specially adapted for students with severe physical disabilities. The study also aimed to identify those areas of student-environment fit which were most often achieved. Forty-eight students in four schools in Sweden were assessed by occupational therapists using the School Setting Interview. Forty-seven students reported needs for accommodations in the school setting. The study indicates that schools generally were able to meet the students' accommodation needs in the physical environment. The schools also met students' accommodation needs for field trips, sport activities and assistance. Student-environment fit in occupations requiring reading, remembering and speaking was unsatisfactory. Accommodations on a general, group and individual level are highlighted and discussed. The study recommends that occupational therapists become more involved and offer society their expertise in barrier removal to a greater extent.

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Kern, Lee, Allyse A. Hetrick, Beth A. Custer, and Colleen E. Commisso. "An Evaluation of IEP Accommodations for Secondary Students With Emotional and Behavioral Problems." Journal of Emotional and Behavioral Disorders 27, no. 3 (March 22, 2018): 178–92. http://dx.doi.org/10.1177/1063426618763108.

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Accommodations are intended to address student academic and behavioral deficits by reducing obstacles that impede learning and accurately measuring skills. There is limited research, however, pertaining to the types of accommodations students receive and their selection, particularly among those with emotional and behavioral problems. This is a significant concern for secondary age students who spend the majority of their day in regular education settings and must participate in high-stakes testing. We examined types of accommodations provided to 222 secondary students with emotional and behavioral problems, their use (i.e., classroom or standardized assessments), and variables related to their selection. Analyses indicated (a) students received a wide array of accommodations with some differences depending on disability type, (b) more accommodations were provided in the classroom than on standardized testing, (c) few demographic variables were associated with type or number of accommodations, and (d) with a single exception, academic and behavioral functioning did not explain type of accommodation received. The findings suggest that accommodation selection is highly imprecise and point to the critical need for further research in this area.

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Yarbrough, Amy. "The procedure in the classroom setting by which nursing faculty construct academic accommodations for undergraduate nursing students with learning disabilities: A scoping review." Journal of Nursing Education and Practice 10, no. 1 (September 29, 2019): 85. http://dx.doi.org/10.5430/jnep.v10n1p85.

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Background and objective: A scoping review was conducted to determine what is currently known about the procedure in the classroom setting by which nursing faculty construct academic accommodations for undergraduate nursing students with learning disabilities. The number of nursing students with disabilities is growing, and nursing students with identified learning disabilities require academic accommodations to facilitate their success. Effective understanding of the academic accommodation procedure by faculty is necessary to promote student success and inclusive learning environments within nursing education.Methods: The framework from Arksey and O’Malley was used to identify gaps in the literature related to the procedure in the classroom setting by which nursing faculty construct academic accommodations for students with learning disabilities.Results: The themes of faculty attitude, previously used accommodations, and lack of understanding of the procedure of accommodation implementation were derived from the literature.Conclusions: Current research fails to adequately answer the research question related to the procedure by which nursing faculty in the classroom setting construct academic accommodations for students with learning disabilities. Further research into the procedure by which faculty make academic accommodations in the nursing education classroom is needed.

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Lock, Robin H., and Carol A. Layton. "Confirming the Need for Individual Accommodations for Students with Learning Disabilities." NACADA Journal 21, no. 1-2 (March 1, 2001): 59–69. http://dx.doi.org/10.12930/0271-9517-21.1-2.59.

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College and university officials are seeking efficient methods for determining and documenting the accommodation needs of students with disabilities. Unfortunately, without information about the student's underlying intrinsic processing deficits, many educators are providing ineffective accommodation plans. Using the Learning Disabilities Diagnostic Inventory, we examined the accommodation needs of students with learning disabilities being served in a fee-for-service learning disabilities program. We found that postsecondary students with learning disabilities have a variety of intrinsic processing deficits. We document the necessity for student-specific accommodations based on processing deficits, promote student self-advocacy, and discuss the role of advisors in assisting students.

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Helwig, Robert, and Gerald Tindal. "An Experimental Analysis of Accommodation Decisions on Large-Scale Mathematics Tests." Exceptional Children 69, no. 2 (January 2003): 211–25. http://dx.doi.org/10.1177/001440290306900206.

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This article reports on an investigation of teachers and students within special education to determine the accuracy with which teachers recommend read-aloud accommodations for mathematics tests, and develop a profile of students who benefit from this type of accommodation. Students in both general (n = 973) and special education (n = 245) in elementary and middle schools from eight states were administered an accommodated and standard mathematics achievement test. Teachers were no more successful than chance at predicting which students would benefit from the accommodation. Supplementary analyses used pretest reading and mathematics achievement scores in an attempt to develop a profile of students who favored one or the other formats. The outcomes from accommodations did not necessarily match student profiles.

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Baker, Diana, and David Scanlon. "Student Perspectives on Academic Accommodations." Exceptionality 24, no. 2 (March 3, 2016): 93–108. http://dx.doi.org/10.1080/09362835.2015.1064411.

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Martínez-Hernández, Ana-Isabel, and Begoña Bellés-Fortuño. "Accommodating the Syllabus to Visually Impaired Students in the English Language Classroom." International Journal of English Studies 21, no. 1 (June 29, 2021): 75–92. http://dx.doi.org/10.6018/ijes.438891.

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The inclusion of students with disabilities in the education system results in content or assessment accommodations to suit the students’ special needs and to ensure they have acquired the objectives listed in the curriculum. In this paper, we aim at proposing different ways to accommodate a university English language test to a partially blind student who used text-to-speech tools (TTS) in order to provide them with accurate assessment. To carry out this research, the student has been monitored throughout the course to see which accommodations fit their1 needs best. All in all, we have observed that read-aloud accommodations lead to a better inclusion of the partially sighted student and better performance.

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Meeks, Lisa M., Ben Case, Melissa Plegue, Christopher J. Moreland, Sharad Jain, and Nichole Taylor. "National Prevalence of Disability and Clinical Accommodations in Medical Education." Journal of Medical Education and Curricular Development 7 (January 2020): 238212052096524. http://dx.doi.org/10.1177/2382120520965249.

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Background: This study aimed to evaluate and report the national prevalence of disability across undergraduate medical education (UME) and examine differences in the category of disability, and accommodation practices between allopathic (MD)- and osteopathic (DO)-granting programs. Methods: Between May 20 and June 30, 2020, 75% of institutional representatives at eligible DO schools responded to a web-based survey. The survey assessed the aggregate prevalence of disabled DO students, prevalence of DO students by category of disability, and prevalence of accommodations granted. Descriptive statistics were used to summarize results. Using 2019 MD data, comparisons were made between MD and DO programs to calculate overall prevalence and differences in accommodation practices across undergraduate medical education. Results: DO-granting programs reported a disability prevalence of 4.27% of the total enrollment. Attention-deficit/hyperactivity disorder (ADHD), psychological disabilities, and chronic health disabilities were reported most frequently. DO-granting programs reported higher rates of ADHD than the MD-granting program. The national pooled prevalence of disability across MD- and DO-granting programs was 4.52%. MD-granting programs reported a higher number of students with disabilities and higher rates of psychological disabilities when compared with DO-granting programs. One hundred percent of DO students disclosing disability received some form of accommodation. General clinical accommodations were more frequently provided in MD-granting programs when compared to DO-granting programs. Conclusions: This study provides the first comprehensive prevalence of US medical student disability and accommodations. Additionally, these data may serve as a benchmark for DO programs, with implications for curricular development, instructional planning and disability support, and resource allocation in medical education.

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Peniston, Lorraine C. "Classroom Accommodations and the Learning Disabled Student." Journal of College Reading and Learning 25, no. 2 (March 1993): 41–49. http://dx.doi.org/10.1080/10790195.1993.10850004.

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Lovett, Benjamin J., Lawrence J. Lewandowski, and Lindsey Carter. "Separate Room Testing Accommodations for Students With and Without ADHD." Journal of Psychoeducational Assessment 37, no. 7 (September 19, 2018): 852–62. http://dx.doi.org/10.1177/0734282918801420.

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Students with attention-deficit/hyperactivity disorder (ADHD) are frequently provided a separate room in which to take exams, to reduce external distractions. However, little research has explored the efficacy of this accommodation. In the present study, college students with ( n = 27) and without ( n = 42) ADHD diagnoses were administered two parallel forms of a timed silent reading comprehension test, one in a classroom with other students, and one in a private, proctored setting. A two-way analysis of variance found no significant main effects for either ADHD status or test setting on performance, and no significant interaction between the factors either. However, inspection of student-level data and exploration of continuous relationships between self-reported ADHD symptoms and test performance patterns suggested that separate room accommodations may be beneficial for a subgroup of students with ADHD.

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Santos, Stephanie Bain De Los, Lori Kupczynski, and Marie-Anne Mundy. "Determining Academic Success in Students with Disabilities in Higher Education." International Journal of Higher Education 8, no. 2 (March 21, 2019): 16. http://dx.doi.org/10.5430/ijhe.v8n2p16.

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Students with disabilities have not been fully welcomed in higher education in spite of litigation, court cases, and positive shifts in public perceptions. The transition from high school to college is challenging for students without disabilities. Students with disabilities often get overlooked by their institution and overwhelmed during this transition, contributing to an achievement gap for these students. Student success is measured by retention, academic achievement, and on-time graduation. This research study examined how student success was impacted by a student’s registration with the campus disability office, use of accommodations, and use of institutional and social support systems. This study explored a new frontier of research that dispels the myth that students with disabilities are a homogenous group. The results of this study can be used to increase knowledge regarding students with disabilities and their success in higher education. The results will assist college and university administrators as well as staff in disability services offices in tracking the success of accommodations for students with disabilities. This study can help university administration to better understand the benefits of institutional support services as well as encourage faculty involvement in implementing accommodations and helping students see the benefit of student registration with the campus office of disabilities.

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Lovett, Benjamin J. "Disability Identification and Educational Accommodations: Lessons From the 2019 Admissions Scandal." Educational Researcher 49, no. 2 (January 21, 2020): 125–29. http://dx.doi.org/10.3102/0013189x20902100.

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A recent, widely publicized scandal involved students who obtained fraudulent diagnoses of learning disabilities in an effort to get accommodations on college admissions tests. Although the exact circumstances of the scandal are unusual, the methods used to obtain diagnoses and accommodations illustrate widespread problems with current policies. These problems include certain disability identification methods that overemphasize performance on diagnostic tests, a lack of attention to the unfair advantages that unwarranted accommodations can provide, and a lack of commonly used guidelines for making accommodations decisions based on credible, objective data. The scandal was a rare consequence of these problems, but far more frequent consequences involve unequal treatment of students from different backgrounds and test scores that fail to reflect actual student skill levels.

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Senge, J. C., and J. Dote-Kwan. "Information Accessibility in Alternative Formats in Postsecondary Education." Journal of Visual Impairment & Blindness 89, no. 2 (March 1995): 120–28. http://dx.doi.org/10.1177/0145482x9508900207.

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This article reports on a survey of directors of disabled student services in the California State University system to determine what accommodations are being provided to print-disabled students and whether the accommodations are in compliance with the law. The results indicate that colleges and universities should reevaluate their policies and procedures to ensure that recent interpretations of the law are being followed.

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Cafarella, Caterina. "Assessor accommodation in the V.C.E. Italian oral test." Australian Review of Applied Linguistics 20, no. 1 (January 1, 1997): 21–41. http://dx.doi.org/10.1075/aral.20.1.02caf.

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Abstract In oral proficiency tests there are occurrences of trouble in interaction such as misunderstanding, non hearing or lack of understanding which may cause breakdown in communication. Within the context of the question-answer framework of an oral proficiency test this study investigates the interactive nature of spoken discourse between students and assessors when there is trouble in talk as perceived by the assessors, with a focus on how they accommodate to the students. A sample of twenty oral transcripts and tapes of the 1992 Victorian Certificate of Education (V.C.E.) Italian Common Assessment Task (C.A.T. 2) were randomly selected and examined. By using Conversation Analysis methodology the purpose of the study was to investigate in repair sequences types of assessor accommodation – how the assessors modified their utterances – the kinds of trouble perceived by assessors, what triggered assessor accommodation and whether the accommodations facilitated student response and participation. This study has implications for assessor training since it highlights which strategies are most successful for ensuring student understanding, participation and appropriate responses as well as demonstrating why and in which environments assessors accommodate.

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Hope, Joan. "Provide accommodations to student-veterans with PTSD, TBI." Disability Compliance for Higher Education 21, no. 5 (November 18, 2015): 2. http://dx.doi.org/10.1002/dhe.30125.

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Hollenbeck, Keith, Marick A. Rozek-Tedesco, Gerald Tindal, and Aaron Glasgow. "An Exploratory Study of Student-Paced versus Teacher-Paced Accommodations for Large-Scale Math Tests." Journal of Special Education Technology 15, no. 2 (March 2000): 27–36. http://dx.doi.org/10.1177/016264340001500203.

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In this study, we examined whether a teacher-paced video (TPV) accommodation or a student-paced computer (SPC) accommodation provided differential access for students with disabilities versus their general education peers on a large-scale math test. Our results showed a statistically significant main effect for students' status. General education students outperformed students with disabilities on both the SPC and TPV math tests. When TPV versus SPC scores were analyzed by status, it was found that pacing significantly influenced the mean scores. In other words, the mean scores for students with disabilities and the lowest general education students provided differential access when the accommodation was student-paced on a computer versus when the teacher paced the accommodation via the video.

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Kitcheyan, Cassie, Priscilla R. Sanderson, Myra Rosen-Reynoso, and Paula Sotnik. "Preliminary Investigation of a Tribal College’s Educational Supports for Individuals with Disabilities." Journal of Applied Rehabilitation Counseling 48, no. 4 (December 1, 2017): 38–45. http://dx.doi.org/10.1891/0047-2220.48.4.38.

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Native Americans have experienced a long history of colonization and genocide, which has had a devastating effect on the health, both physical and emotional, of native people (Young, 1994). This has ultimately affected many aspects of their lives including education. The aim of this qualitative study was to understand the perceptions of faculty and staff on a Midwestern Tribal College campus regarding disability and historical trauma. Participants completed an open-ended questionnaire related to disability, student accommodations, and historical trauma. Five themes emerged, including novel themes such as minimal disability knowledge, unidentified mental health issues, limited accommodations for students, recognition of historical trauma and variation in understanding historical trauma. The participants’ responses indicate a need for professional development to improve disability-related educational support. Further research is needed on Native American student effects of historical trauma to understand implications of retention and classroom accommodations. Implications for educators, researchers and rehabilitation counselors are discussed.

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Davis, B., K. Creed, C. Keshvnani, D. Blueitt, and C. Garrison. "A-13 Return-to-Learn: Academic Accommodations for Concussion Recovery." Archives of Clinical Neuropsychology 35, no. 5 (June 18, 2020): 609. http://dx.doi.org/10.1093/arclin/acaa036.13.

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Abstract Objective To evaluate academic accommodations offered to student athletes following a concussive injury. Method Participants were identified during regularly scheduled visits to the participating fellowship-trained, board-certified primary care sports medicine physician (D.B.). A total of 127 participants (mean ± SD age, 14.8 ± 1.5 years [range, 12–18 years]) diagnosed with a concussion from December 2018 to October 2019 were surveyed. The participants were provided a questionnaire in which the following information was collected: age at injury, date of injury, locations of treatment, cognitive symptoms experienced, academic accommodations received, implementation of accommodation by educators, and school related problems. Results Cognitive symptoms were reported by 117 (92.1%) participants with trouble concentrating (81.2%), and feeling “slow” (78.7%) being the most common. Participants treated at the participating, sports-medicine concussion center had the highest rate of receiving academic accommodations (95.3%), while those also treated at an emergency or acute care center, primary care physician, or pediatrician’s office had significantly lower rates (<5%). Participants reported their accommodations as helpful (94.5%), with extra time (88.2%), and ability to take breaks (80.3%) having the highest frequency of recommendation. While symptomatic, 110 (86.6%) participants reported having difficulty completing school work and tests, 58 (45.7%) reported experiencing anxiety about completing their school work, and 55 (43.3%) reported a decline in their grades. Conclusions These data display the high frequency of cognitive symptoms and hindered academic performance associated with concussion recovery. The implementation of academic accommodations was demonstrated to be beneficial; however, not all medical centers are providing accommodations.

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M. E. Stewart, Katherine. "My Experience Teaching General Chemistry to a Student who is Visually Impaired." Journal of Science Education for Students with Disabilities 21, no. 1 (December 15, 2018): 1–7. http://dx.doi.org/10.14448/jsesd.10.0007.

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This paper summarizes my experience with teaching a first-year, General Chemistry course to a visually impaired student. This includes accommodations and modifications for both the lecture material and the laboratory. Included are also examples of formats and syntax for txt-based quizzes, tests, and laboratory reports, as well as other general accommodations for both the student and the service dog.

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Griffin-Shirley, Nora, Laura Bozeman, Nereah A. Obiero, Kyle J. Steinle, and Anita Page. "Preparation of Orientation and Mobility Specialist Students Who are Blind and Have Low Vision: Survey of Faculty Who Teach Blindfold and Simulation Cane Courses." Journal of Visual Impairment & Blindness 113, no. 4 (July 2019): 355–65. http://dx.doi.org/10.1177/0145482x19865382.

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Introduction: The purpose of this study was to survey the faculty of personnel preparation programs that train orientation and mobility (O&M) specialists in the identification of accommodations, teaching techniques, and resources needed to teach students who are visually impaired (i.e., those who are blind or have low vision) and who are enrolled in blindfold and simulation cane courses (hereafter, cane courses). Cane courses are used to teach the techniques of independent cane travel, and they require total visual occlusion using blindfolds as well as simulated low vision using goggles that depict different visual acuities and field losses. Methods: This study surveyed personnel preparation programs training O&M specialists with an online questionnaire with open-ended items to identify the program’s required accommodations, teaching techniques, and resources needed to teach visually impaired students who are enrolled in cane courses. The survey was e-mailed to 22 universities in North America, which have personnel preparation programs for O&M specialists and asked for responses from individuals who teach cane courses. Descriptive statistics were used to analyze the survey data. Results: Results showed that the format of the cane courses was varied, a variety of accommodations and teaching strategies were used, and the universities’ office of disabled students generally did not know how to accommodate these courses. Discussion: A need exists for a student who is visually impaired to be an experienced traveler and to be knowledgeable about what accommodations and strategies he or she will use when they need to teach a fellow student during a cane course. Visually impaired students must be able to monitor the safety of their peers as well as the changing dynamics of the environment in which they are working. Implication for practitioners: To effectively teach visually impaired students who are enrolled in cane courses, university faculty teaching these courses could request prospective visually impaired students to provide documentation regarding their travel skills prior to acceptance into a personnel preparation program in O&M. In addition, students with visual impairments need to discuss with their universities’ office of disabled students and legal counsel what reasonable accommodations are relevant for visually impaired students enrolled in the cane courses and what accommodations they believe the universities are committed to providing these students.

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Meeks, Lisa M., Ben Case, Erene Stergiopoulos, Brianna K. Evans, and Kristina H. Petersen. "Structural Barriers to Student Disability Disclosure in US-Allopathic Medical Schools." Journal of Medical Education and Curricular Development 8 (January 2021): 238212052110186. http://dx.doi.org/10.1177/23821205211018696.

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Introduction: Leaders in medical education have expressed a commitment to increase medical student diversity, including those with disabilities. Despite this commitment there exists a large gap in the number of medical students self-reporting disability in anonymous demographic surveys and those willing to disclose and request accommodations at a school level. Structural elements for disclosing and requesting disability accommodations have been identified as a main barrier for students with disabilities in medical education, yet school-level practices for student disclosure at US-MD programs have not been studied. Methods: In August 2020, a survey seeking to ascertain institutional disability disclosure structure was sent to student affairs deans at LCME fully accredited medical schools. Survey responses were coded according to their alignment with considerations from the AAMC report on disability and analyzed for any associations with the AAMC Organizational Characteristics Database and class size. Results: Disability disclosure structures were collected for 98 of 141 eligible schools (70% response rate). Structures for disability disclosure varied among the 98 respondent schools. Sixty-four (65%) programs maintained a disability disclosure structure in alignment with AAMC considerations; 34 (35%) did not. No statistically significant relationships were identified between disability disclosure structures and AAMC organizational characteristics or class size. Discussion: Thirty-five percent of LCME fully accredited MD program respondents continue to employ structures of disability disclosure that do not align with the considerations offered in the AAMC report. This structural non-alignment has been identified as a major barrier for medical students to accessing accommodations and may disincentivize disability disclosure. Meeting the stated calls for diversity will require schools to consider structural barriers that marginalize students with disabilities and make appropriate adjustments to their services to improve access.

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Sandvik, Jodi, Kelly Potteiger, Angela R. Merlo, and Lori Thein Brody. "Celiac Disease: University Accommodations and Support for Student-Athletes." Athletic Training & Sports Health Care 12, no. 5 (June 13, 2019): 201–9. http://dx.doi.org/10.3928/19425864-20190514-01.

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Buzick, Heather M. "Testing Accommodations and the Measurement of Student Academic Growth." Educational Assessment 24, no. 1 (January 2, 2019): 57–72. http://dx.doi.org/10.1080/10627197.2018.1545571.

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Lang, Sylvia C., Patrick J. Kumke, Corey E. Ray, Erin L. Cowell, Stephen N. Elliott, Thomas R. Kratochwill, and Daniel M. Bolt. "Consequences of Using Testing Accommodations: Student, Teacher, and Parent Perceptions of and Reactions to Testing Accommodations." Assessment for Effective Intervention 31, no. 1 (October 2005): 49–62. http://dx.doi.org/10.1177/073724770503100105.

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Pimentel, Carlos L. "Problems and Issues Related to Teaching Japanese to Students with Disabilities: Lessons Learned." Journal of Language Teaching and Research 9, no. 1 (January 1, 2018): 1. http://dx.doi.org/10.17507/jltr.0901.01.

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With increased advancement in assistive technologies, an increased number of students with disabilities are attending postsecondary institutions. This has resulted in more of these students taking foreign language courses either out of interest in the subject or in order to fulfill university or college requirements. While research has shown that some faculty members have received training in providing accommodations to these students, most feel inadequately equipped and unprepared to handle the teaching of such students. The present paper explores the problems and issues associated with teaching Japanese to college students at a large midwestern university with three different disabilities: PTSD, cerebral palsy, and complete visual impairment. The paper discusses problems facing each student as they learned Japanese, challenges for instructors, accommodations provided, and some solutions.

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Lehner, Edward. "Cogenerative Dialogue: Developing Biology Learning Accommodations for Students with Disabilities." World Journal of Educational Research 3, no. 1 (March 17, 2016): 97. http://dx.doi.org/10.22158/wjer.v3n1p97.

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A prominent challenge, at times under-addressed in the science education literature, is considering what types of learning accommodations science teachers should employ for students with disabilities. Outside of science education, researchers have consistently outlined how Universal Design for Learning (UDL) is one efficient means by which to engage students with disabilities in the curriculum. This paper presents the results of a research study in which teachers employed co-generative dialogue as a learning space where UDL was used to differentiate and individualize instruction in an inclusive biology class. The data originated from a larger, ongoing, longitudinal ethnography of science learning in several New York City special education classrooms. This ethnographic work presents a case study where teachers and a student used co-generative dialogue to develop learning accommodations which conformed to the principles of UDL. This research demonstrates how co-generative dialogue can provide biology teachers and special education co-teachers with an opportunity to collaborate with students to create learning accommodations that connect to the broader biology curriculum.

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Prude, Susan B., Rhonda K. Pecoraro, Dari K. Calamia, and Eileen L. Creel. "Faculty attitudes towards nursing students with disabilities in the clinical setting." Journal of Nursing Education and Practice 11, no. 9 (May 19, 2021): 52. http://dx.doi.org/10.5430/jnep.v11n9p52.

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Objective: The purpose of this phenomenological study was to explore nursing faculty attitudes towards students with disabilities enrolled in baccalaureate nursing programs. Additionally, we aimed to describe the types of accommodations provided to students with disabilities in the clinical setting.Methods: In two institutions of higher education in the southeastern United States, purposive and snowball sampling was used to recruit 14 nursing faculty with experience teaching in clinical courses. One-on-one interviews were conducted using a semi-structured interview guide. Data were transcribed and analyzed using Colaizzi’s process for phenomenological data analysis. The social model of disability served as the conceptual framework for the study.Results: Six themes emerged from the data analysis: ‘Math is a basic required skill,’ ‘You can’t just skip clinical,’ ‘It’s my job to help them learn,’ ‘I’m not prepared for this,’ ‘What type of job will they get,’ and ‘overcoming obstacles.’ Nursing faculty reported positive attitudes towards students with disabilities, but also voiced concerns about patient safety and the ability for a student with a disability to find success. Several barriers including disclosure, lack of accessibility in hospitals, nursing culture, and faculty workload were identified.Conclusions: A lack of clear policies and guidelines leaves nursing faculty unsure of what accommodations are appropriate for students with disabilities and how to implement accommodations in clinical courses. The study demonstrates a need for continuing education regarding teaching methodologies that are effective and meaningful for students with attention deficit hyperactivity disorder, diagnosed anxiety, and specific learning disabilities. Further research is warranted to identify appropriate accommodations for students with disabilities in the clinical setting.

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Johnstone, Christopher, and Paul Edwards. "Accommodations, Accessibility, and Culture: Increasing Access to Study Abroad for Students With Disabilities." Journal of Studies in International Education 24, no. 4 (April 22, 2019): 424–39. http://dx.doi.org/10.1177/1028315319842344.

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Student mobility is a key aspect of internationalization of higher education. Within the broad population of students who have the opportunity to study abroad, however, there are particular groups who are under-represented. In the United States, for example, approximately 11% of undergraduate students in postsecondary degree-granting institutions have disclosed that they have a disability, yet only 8.8% of those who study abroad disclosed to having a disability to their home institutions. To better understand why under-representation may be occurring, this article examined study abroad through Schwanke, Smith, and Edyburn’s “A3” model of inclusive education, which highlights efforts of institutions related to advocacy, accommodations, and accessibility. Findings indicate that institutions—even those with strong reputations in study abroad for students with disabilities—are heavily focused on ensuring appropriate accommodations for students and only beginning to explore the design of programs through the lens of accessibility. Implications for international education units, such as the role of partnership building and commitment to Universal Design principles, are discussed.

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Murray, Desiree W., David L. Rabiner, and Kristina K. Hardy. "Teacher Management Practices for First Graders With Attention Problems." Journal of Attention Disorders 15, no. 8 (September 13, 2010): 638–45. http://dx.doi.org/10.1177/1087054710378234.

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Objective: To examine whether teacher reports of accommodations and interventions for inattentive first graders are consistent with best practice guidelines. Method: A total of 36 teachers completed the Teacher Management Questionnaire (TMQ) for 92 students in five predominantly low-income, minority schools. The TMQ is a newly developed measure designed to assess the frequency with which teachers implement a variety of accommodations and interventions with individual students. Additional teacher and student background data were collected on the inattentive sample, including behavior ratings and academic testing. Results: Teachers reported variable implementation of different management strategies, with more frequent use of class-wide structure and organizational interventions, and less frequent assignment modifications and individual behavior plans. Greater use of some strategies was reported for inattentive students and those with additional risk characteristics such as oppositional behavior and school-based referrals. Conclusion: Teachers appear to differentiate some management strategies based on the presence of attention problems, although their self-reported implementation is not well aligned with best practice guidelines.

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Howland, Jonathan, Holly Hackman, Alcy Torres, Julia Campbell, and Jonathan Olshaker. "It is time to rewrite state youth sports concussion laws." BMJ Open Sport & Exercise Medicine 7, no. 1 (January 2021): e000959. http://dx.doi.org/10.1136/bmjsem-2020-000959.

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Between 2009 and 2014, all 50 states and the District of Columbia passed legislation to improve the recognition and management of youth concussed in sports. These laws can include requirements for concussion training for school athletic personnel, concussion education for children and their parents, return-to-play (RTP) procedures, and medical clearance to for RTP. Concussion can impact academic learning and performance in children and adolescents. Postconcussion academic accommodations during recovery can be an important component of secondary prevention for mitigating the sequalae of head injury. Few state youth concussion laws, however, include provision of postconcussion return-to-learn (RTL) accommodations and most of those that do address RTL apply to student athletes only. Concussions may occur in youth who are not participating in organised sports (eg, falls, traffic crashes) and thus may not be subjected to RTL accommodations, even if the state mandates such procedures for athletes. Low income and students of colour may be more likely to have non-sports concussions than their more affluent and white peers, thus potentially creating demographic disparities in the benefits of RTL procedures. State youth sports concussion laws should be revised so that they include RTL provisions that apply to all students, athletes and non-athletes alike.

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Kruse, Allison K., and Sushil K. Oswal. "Barriers to Higher Education for Students with Bipolar Disorder: A Critical Social Model Perspective." Social Inclusion 6, no. 4 (December 6, 2018): 194–206. http://dx.doi.org/10.17645/si.v6i4.1682.

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Employing some of the features of participatory research methodology, a disabled faculty joins a student with mental health diagnosis to examine the factors that hinder or enable success for this group. The theoretical framework or scholarly bearings for the study comes from the critical social model of disability, disability services scholarship in the United States, and education theory literature on “student success”. With a particular focus on students with bipolar disorder, the article highlights the gaps in disability scholarship on this specific group while underscoring the oppression experienced by them through the inclusion of an autoethnographic segment by the primary author in this collaborative, scholarly work. The model of access, we propose, moves beyond accommodations—which are often retrofits or after the thought arrangements made by an institution—and asks for environmental support, social and institutional inclusion, and consideration for students with psychiatric health diagnosis. This article not only presents an array of problems in the United States academy but also a set of recommendations for solving these problems. Going beyond the regime of retrofit accommodations, we ask for an overhaul of institutional policies, infrastructures, and curricula so that the academy is inclusive of neurodiverse bodies and appreciates their difference.

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Neal-Boylan, Leslie, Michelle Miller, and Jessica Bell. "Building Academic Communities to Support Nursing Students with Disabilities: An Integrative Review." Building Healthy Academic Communities Journal 2, no. 1 (June 20, 2018): 60. http://dx.doi.org/10.18061/bhac.v2i1.6342.

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Background: Students with disabilities in higher education are increasing, yet discrimination against nurses and nursing students with disabilities persists. A healthy academic community must include students with disabilities who are receiving accommodations per the ADAAA.Aim: To determine the extent, if any, of progress in accommodating nursing students with disabilities since the enactment of the Americans with Disabilities Act Amendment (ADAAA) of 2008. Methods: An integrative review of peer-reviewed literature written in English was conducted. The Cumulative Index to Nursing & Allied Health Literature (CINAHL), PubMed, and Educational Resources Information Center (ERIC) were searched. The date range spanned from 2008 to 2018. The type of peer-reviewed literature was not specified.Results: Accommodating students with disabilities depends on individual faculty who remain concerned about patient safety. Faculty tend to view students with disabilities using a medical rather than a social model and evaluate students on the ability to perform essential functions of the job instead of on student competencies.Conclusions: Faculty are more aware of the needs of nursing students with disabilities and the need to accommodate them, yet discrimination still occurs. Academic communities must not discriminate against students with disabilities and should structure an interdisciplinary approach that includes assistance from the university disability office, education of faculty about the ADAAA and the development of sustainable educational models that integrate the individualized needs of all learners.

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Chu, Man-Wai, Heather L. Craig, Lake B. Yeworiew, and Yue Xu. "Teachers’ Unpreparedness to Accommodate Student Needs." Canadian Journal of School Psychology 35, no. 3 (May 12, 2020): 210–24. http://dx.doi.org/10.1177/0829573520916610.

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Many students require special education and programming to succeed in the classroom. This study analyzed international and national assessment teacher survey data regarding inclusive education to better characterize student classroom needs and teacher preparedness to support them. Most teachers indicated that they relied on teacher-based accommodations and some teachers did not have access to external resources. While many teachers did not indicate receiving adequate teacher training courses and professional development (PD) on inclusive education, results indicate students from classrooms in which teachers took inclusive education PD statistically significantly outperform their peers ( F[1, 5.2] = 526.60, p < .05). As school psychologists support teachers in their classrooms to meet the needs of all their students, it is important for school psychologists to consider the minimal training and lack of PD attended by these teachers coupled with their relaxed attitude toward attending PD on teaching students with special needs.

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Banerjee, Manju, and Loring C. Brinckerhoff. "Assessing Student Performance in Distance Education Courses: Implications for Testing Accommodations for Students with Learning Disabilities." Assessment for Effective Intervention 27, no. 3 (April 2002): 25–35. http://dx.doi.org/10.1177/073724770202700303.

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Mendez, PhD, JD, Jesse Perez, Judith K. Mathers, EdD, and David M. Neal, PhD. "After the storm: K-12 education response to Hurricane Katrina at the state level." Journal of Emergency Management 6, no. 4 (July 1, 2008): 32. http://dx.doi.org/10.5055/jem.2008.0027.

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This article addresses the policy reaction of 13 high impact states in addressing the K-12 student diaspora that followed Hurricane Katrina. This disaster displaced approximately 372,000 K-12 Louisiana and Mississippi students. After examining various legislative policy responses and administrative management of displacement accommodations, the authors identified various patterns that suggest states resorted to ad hoc policy to address the massive influx of displaced students. The authors recommend that governmental agencies consider the utilization of proactive planning procedures to address educational concerns in further disasters.

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Aguirre, Regina T. P., and Chad Duncan. "Being an Elbow: A Phenomenological Autoethnography of Faculty-Student Collaboration for Accommodations." Journal of Teaching in Social Work 33, no. 4-5 (November 2013): 531–51. http://dx.doi.org/10.1080/08841233.2013.827611.

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Kortering, Larry J., Laurie U. de Bettencourt, and Patricia M. Braziel. "Improving Performance in High School Algebra: What Students with Learning Disabilities are Saying." Learning Disability Quarterly 28, no. 3 (August 2005): 191–203. http://dx.doi.org/10.2307/1593658.

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Success in high school algebra is gaining increased importance for all students, including those identified as having learning disabilities (LD). Despite its importance, we know little about what students with and without LD say about their algebra classes. This study examined findings from a survey of 410 general education students and 46 peers with LD. The survey established data relative to the participants' favorite and least favorite classes, most difficult (and best) parts of algebra class, and ideas for helping more students to succeed. In addition, student participants reported whether selected interventions and accommodations were helpful.

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VanWeelden, Kimberly, and Julia Heath-Reynolds. "Steps to Designing Authentic Assessments for Students with Disabilities in Music Classes." Music Educators Journal 104, no. 2 (December 2017): 27–31. http://dx.doi.org/10.1177/0027432117733028.

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Classroom assessments are an opportunity to monitor student learning and in turn inform instructional decisions. Assessments also provide opportunities for students to participate in authentic music-making experiences. Using classroom music-making experiences as assessments may be particularly suitable for students with disabilities. Due to the nature of their disabilities, these students may not be able to participate in more formal types of assessments. This article includes information on authentic classroom assessments, typical accommodations used in administering tests for students with disabilities, and examples of alternative grade books that can be used in the music classroom.

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Schafer, Erin C., Andrea Dunn, and Alexandra Lavi. "Educational Challenges During the Pandemic for Students Who Have Hearing Loss." Language, Speech, and Hearing Services in Schools 52, no. 3 (July 7, 2021): 889–98. http://dx.doi.org/10.1044/2021_lshss-21-00027.

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Purpose The COVID-19 pandemic introduced new educational challenges for students, teachers, and caregivers due to the changed and varied learning environments, use of face masks, and social distancing requirements. These challenges are particularly pronounced for students with hearing loss who often require specific accommodations to allow for equal access to the curriculum. The purpose of this study was to document the potential difficulties that students with hearing loss faced during the pandemic and to generate recommendations to promote learning and engagement based on findings. Method A qualitative survey was designed to document the frequency of various learning situations (i.e., in person, remote virtual, and blended), examine the accessibility of technology and course content, and quantify hearing issues associated with safety measures and technology use in school-age students with hearing loss. Survey questions were informed from key educational issues reported in published articles and guidelines. The survey was completed by 416 educational personnel who work with students with hearing loss. Results Respondents indicated that most of their schools were providing remote or blended (in-person and remote) learning consisting of synchronous and asynchronous learning. Common accommodations for students with hearing loss were only provided some of the time with the exception of sign language interpreters, which were provided for almost all students who required them. According to the respondents, both students and caregivers reported issues or discomfort with the technology required for remote learning. Conclusion To ensure that students with hearing loss are provided equal access to the curriculum, additional accommodations should be considered to address issues arising from pandemic-related changes to school and learning practices including closed captioning, transcripts/notes, recordings of lectures, sign language interpreters, student check-ins, and family-directed resources to assist with technology issues.

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Cascella, Paul W., and Donald A. Vogel. "Student Self-Directed Professional Development as a Formative Assessment Skill." Perspectives on Issues in Higher Education 11, no. 1 (June 2008): 4–8. http://dx.doi.org/10.1044/ihe11.1.4.

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Abstract While professional development is most typically thought of as continuing education beyond the master’s degree, we have formulated a process for master’s degree students in speech-language pathology to identify and self-evaluate their own professional development. Current standards for preparing graduate students in speech-language pathology focus primarily on introducing students to an extensive array of academic and clinical topics (e.g., disorders, conditions, service delivery models, evidence-based practice). However, indirect support for self-directed professional development can be found in two CAA standards, Standard 3.1B (i.e., “breadth and depth of the scope of practice”) and Standard 4.2 (i.e., reasonable accommodations). The authors describe a series of self-reflection activities that are integrated within speech-language pathology course work for the purpose of fostering professional development at the preservice level. Student comments and outcomes to date are described.

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Clarke, Shelley, Glen Dunlap, Lynn Foster-Johnson, Karen E. Childs, Diane Wilson, Ronnie White, and Arcadia Vera. "Improving the Conduct of Students with Behavioral Disorders by Incorporating Student Interests into Curricular Activities." Behavioral Disorders 20, no. 4 (August 1995): 221–37. http://dx.doi.org/10.1177/019874299502000402.

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This investigation explored the effects of individualized, curricular accommodations that were developed to reduce the problem behaviors of four students who exhibited behavioral challenges. First, assessments were conducted to identify curricular assignments associated with high levels of problem behavior and to determine the students’ individual preferences and interests. This information was then used to modify the assignments in accordance with the students’ interests while maintaining the integrity of the instructional objectives. These modifications resulted in reduced levels of problem behavior and elevated rates of desirable behavior for each student. Data on response rate and work completion also favored the interesting assignments. The effects were demonstrated within ongoing academic activities and were replicated through the use of reversal designs. These data contribute to a growing recognition that curricular adaptations which incorporate student interests can exert significant influences on the behavior of students in classroom environments.

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Koch, Lynn C., Ketevan Mamiseishvili, and Melissa Wilkins. "Integrated Postsecondary Services and Supports for College Students with Psychiatric Disabilities." Journal of Applied Rehabilitation Counseling 48, no. 1 (March 1, 2017): 16–24. http://dx.doi.org/10.1891/0047-2220.48.1.16.

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The enrollment of individuals with psychiatric disabilities in American postsecondary institutions has grown substantially in recent years, and universities and colleges are struggling to meet the treatment and academic support needs of these students that will enable them to achieve their educational goals. In this article we examine (a) the in-college experiences (e.g., substance use, use of campus mental health services and classroom accommodations, academic integration, social integration) of these students, (b) the role that rehabilitation counselors can play to facilitate student achievement, and (c) emerging practices that have been implemented to better address their needs.

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Morgan, Anita F., Julie A. Sears, and Lisa G. Driscoll. "Constructing Effective Responses: Considerations for Integrating a Service Animal Into a Public School." Journal of Cases in Educational Leadership 22, no. 4 (August 8, 2019): 45–64. http://dx.doi.org/10.1177/1555458919868264.

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A respected principal finds himself caught in the middle of a complex legal conundrum when a student requests to bring a service animal to his public school where another student may be dangerously allergic to the animal. This case explores how accommodations per the Americans with Disabilities Act (ADA), Section 504 of the Rehabilitation Act of 1973, and the Individuals with Disabilities Education Improvement Act (IDEA) intersect in a public school setting where classroom space and personnel resources are limited. Educational leaders will be able to construct effective responses by understanding how the three laws apply to students with disabilities who request that their service animals accompany them to public school and when their requests may come into conflict with the needs of others.

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Lago-Delello, Ellie. "Classroom Dynamics and the Development of Serious Emotional Disturbance." Exceptional Children 64, no. 4 (June 1998): 479–92. http://dx.doi.org/10.1177/001440299806400404.

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This study investigated classroom dynamics and young children identified as at risk for the development of serious emotional disturbance (SED) as compared to not-at-risk peers. Assessment of classroom dynamics included teacher (attitudes and perceptions), student (academic engagement and perceptions of teacher's expectations), and instructional factors (accommodations for at-risk students), as well as classroom interactions (teacher-student and peer). Results indicated that young children identified as at risk for the development of SED but not yet labeled by the school were experiencing a significantly different reality in the classroom than not-at-risk peers. Implications for effective classroom interventions for these young at-risk children include collaborative/consultation teacher models, task modifications, direct instruction, and cooperative learning and peer tutor programs.

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Dahlstrom-Hakki, Ibrahim H., and Zachary G. Alstad. "Challenges Assessing the Conceptual Understanding of Students With Disabilities in Statistics." Learning Disability Quarterly 42, no. 3 (January 10, 2019): 175–85. http://dx.doi.org/10.1177/0731948718817222.

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Standardized assessment of content knowledge for STEM (Science, Technology, Engineering, Mathematics) topics is pervasive in both K-12 and postsecondary institutions. Yet, most instruments are developed with little to no validation for students with learning disability (LD), attention deficit hyperactivity disorder (ADHD), and autism spectrum disorder (ASD). In this study, we evaluate the effectiveness of new test instruments designed to assess conceptual understanding of statistics content and the extent to which construct-irrelevant factors, such as language processing, influence the performance of students with disabilities. Generalized linear mixed-effects modeling was used to identify the factors that were predictive of student performance. Results indicate that the average sentence length in word problems was uniquely predictive of student performance on emerging assessments of conceptual understanding. The results provide new evidence of the barriers facing students with disabilities on emerging tests of conceptual knowledge. A general framework for measuring the impact of these barriers and the effectiveness of accommodations is discussed.

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Giamos, Dimitris, Alex Young Soo Lee, Amanda Suleiman, Heather Stuart, and Shu-Ping Chen. "Understanding Campus Culture and Student Coping Strategies for Mental Health Issues in Five Canadian Colleges and Universities." Articles 47, no. 3 (December 20, 2017): 136–51. http://dx.doi.org/10.7202/1043242ar.

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This study aimed to better understand campus mental health culture and student mental health coping strategies, and to identify the mental health needs of students as well as gaps in mental health services within postsecondary education. A videovoice method was used to identify and document health-related issues and advocate for change. Forty-one interviews were conducted with campus stakeholders at five universities. Five themes involving mental health emerged from the campus interviews: the stigma of mental illness; campus culture related to mental health; mental health services available and barriers to mental health services on campus; accommodations for students’ mental health needs; and student mental health coping strategies. A documentary was developed to advocate for better mental health. We conclude that although Canadian campuses are raising awareness about mental health issues, there is not enough mental health infrastructure support on campuses; in particular, accessibility to campus mental health resources needs improvement.

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Journal articles on the topic 'Student accommodations'

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