Accommodations For Students Research Articles

Do Computer-Based Accommodations Matter? An Evaluation of Bundled Accommodations for Secondary Students With Mild Intellectual Disabilities

Objectives: To investigate the effectiveness of accommodation policies and teaching practices for secondary students with mild intellectual disabilities, the present study compared the probability that the secondary school accommodated students- if they received assistive technology, computer, and various combinations of accommodations for the provincial math and literacy assessments in Ontario, Canada- would acquire levels of academic achievement comparable to non-accommodated counterparts. Methods: A total of 217 bundled packages, consisting of multiple accommodations, for secondary students with mild intellectual disabilities were examined by an adjusted odds ratio method in the present study. Results: Our results suggest that the probability of achieving the literacy standards differed among students with mild intellectual disabilities in relation to who did or did not receive specific combinations of accommodations. We found that accommodations that involved computer and/or assistive technology were more beneficial for literacy, rather than the math assessment, for accommodated students with mild intellectual disabilities. Conclusion: Our findings help identify the computer-based accommodations that produced significant differential effects on literacy in students with mild intellectual disabilities. Implications for education and future research are also discussed in this paper.

"A Liability to the University"-Addressing Student Mental Health Needs on Campus.

Students at colleges and universities report high rates of mental disorders, including depression and anxiety, and frequent suicidal ideation. School policies toward such students, however, often have appeared punitive or aimed primarily at reducing the institution's potential liability. A recent lawsuit against Yale University highlighted allegations of practices that violated several federal statutes by failing to provide reasonable accommodations for students with psychiatric disabilities. The resolution of those claims in a sweeping settlement agreement can provide a model for the many other universities that need to align their policies with federal disability law.

Applying Educational Accommodation for ADHD Pupils: Teachers and Parents Perspectives

Attention Deficit Hyperactivity Disorder (ADHD) is one of the disorders that threaten the learning quality of the students. The study aims to identify the degree of application of educational accommodations for students with attention deficit hyperactivity disorder (ADHD) in primary schools from teachers and parents' perspectives. Data have been collected from two samples: 70 primary school teachers and 62 parents of students with ADHD in the Eastern Province and Riyadh, who were chosen randomly. The results showed that there were statistically significant differences between the teachers’ and parents’ perspectives. In the degree of application of educational adaptations for this category of students, it came in favor of teachers. The results showed that there were statistically significant differences in the degree of application of adaptations according to the gender variable, which came in favor of female teachers, and the results also showed that there were no statistically significant differences between schools in terms of supported services for application of educational adaptations for students with ADHD.

A Survey of Rural Special Education Teachers’ Professional Development Experiences

Opportunities for professional development (PD) are the key for teachers to improve their skills in a variety of areas and situations, including, but not limited to, technology in the classroom, positive behavior management strategies, effective collaboration, and making instructional accommodations for students with disabilities. These areas of PD are especially important for special education teachers. However, opportunities to access PD may vary greatly, especially for special educators who work in rural locations. Therefore, the purpose of this study was to survey special education teachers serving rural or non-rural (i.e., suburban or urban) communities in the U.S. state of Nebraska about their unique PD experiences. Results indicated that special educators in rural areas often use their regional service agency to access PD opportunities and perceive those experiences positively. Suggestions for improving PD include providing relevant content during training and allocating resources to increase PD attendance. Recommendations for improvements are provided.

Perspectives from Undergraduate Life Sciences Faculty: Are We Equipped to Effectively Accommodate Students With Disabilities in Our Classrooms?

Higher education has evolved in ways that may increase the challenges life science faculty face in providing accommodations for students with disabilities. Guided by Expectancy-Value Theory, we interviewed 34 life sciences faculty instructors from institutions nationwide to explore faculty motivation to create disability-inclusive educational experiences. We found that faculty in our sample perceive that providing most standard accommodations is a manageable but often challenging task. Further, faculty in our sample feel that improving accommodations necessitates additional support from their institutions. Most faculty had high attainment value for providing accommodations, in that they strongly believed that supporting students with disabilities is the fair and right thing to do. However, faculty did not perceive much utility value or intrinsic value in their task of providing accommodations, and most reported that providing accommodations can be a substantial burden on faculty. These findings imply that current approaches to providing inclusive educational experiences for students with disabilities rely primarily on the personal belief that providing accommodations is the right thing to do, which likely results in a flawed and inequitable system given that not all faculty equally share this conviction.

Protective and risk factors at school level during the COVID‐19 pandemic: Perspective of primary school students with LD and ADHD from Croatia, Slovenia and Serbia

AbstractThe COVID‐19 pandemic and its effect on the world led to major changes in educational practices worldwide and presented many challenges for students from vulnerable groups. In this study, we examined protective and risk factors related to schooling from the perspective of students with learning disabilities (LD) and/or attention‐deficit/hyperactivity disorder (ADHD) during the pandemic in three European countries. Data were collected through semi‐structured interviews with 53 primary school students and analysed using qualitative content analysis. The results showed that additional individualised educational support from the school was the most common protective factor, followed by the availability of synchronous teaching. On the other hand, lack of individualisation and additional educational support, and shortcomings in teaching strategies during distance education, were the most common risk factors. These findings lead to the conclusion that school professionals need additional training on academic accommodations for LD and/or ADHD students and how to provide them under the conditions of distance and hybrid education.

Reimagining Postgraduate Supervision: Fostering Inclusivity and Support for Students at-risk in Open and Distance Learning Environments

This qualitative study involves six lecturers who have supervised students with disabilities. Participants were purposively selected and interviewed telephonically using semi-structured interviews. The study adopted a thematic data analysis approach to identify patterns in supervision experiences. The paper problematises a deficit approach that is dominantly adopted to identify and design programmes and manage students-at-risk. The analysis of the supervision of postgraduate students-at-risk is framed within the Humanising pedagogy which advances the accommodation of students’ unique needs to develop their capacities for success. This theoretical framework is not adopted much in the open and distance learning context at postgraduate level and the use of supervisors’ insights adds new knowledge to the field that is dominated by students’ experiences. The study established that students do not communicate their disabilities to supervisors timely for early intervention, supervisors are responsive to students’ challenges which include difficulties in academic writing and limited access to research resources and technologies, and supervisors experience systemic challenges in acquiring assistive technology for students with disabilities. This study proposes a humanised supervision model that advances disability inclusivity.

Instructor experiences providing accommodations and modifications for students with intellectual disability in inclusive higher education

ABSTRACT In recent years, with the passing of the Higher Education Opportunity Act (HEOA) of 2008, growing numbers of universities and colleges have provided inclusive post-secondary education (IPSE) opportunities to students with intellectual and developmental disabilities (ID). As universities and colleges welcome more students with ID into the classroom, there is a need to examine the experiences of these students and their instructors. Using semi-structured interviews with twelve university instructors who hosted students with ID in their courses, this qualitative study was conducted to examine instructors’ experiences modifying course content and implementing accommodations for students with ID. Results indicate that instructors desire greater institutional support and training as they feel unsure about their ability to modify course content and accommodate students with ID. Instructors who identified as disabled demonstrated more skill and confidence providing modifications and accommodations for students with intellectual disability. Implications for practice are provided.

The Investigation of the Test Accommodations for Students with Disabilities

In the contemporary educational landscape, inclusivity for Students with Disabilities (SWD) is predominant, especially in the context of standardized testing. This paper reviews the prevalent challenges and pitfalls in existing test accommodations - extended time, human-assisted test-taking, and alternative test formats highlighting their failure to create an inclusive test-taking environment for SWD consistently. Although these approaches strive to create a level playing field for all students, they expose certain limitations, such as increased test-related stress, the possibility of inherent biases, and logistical challenges. This analysis thoroughly explores the intricacies of each accommodation, scrutinizing the delicate equilibrium between intent and implementation, as well as the intricate web of factors that may undermine their overall efficacy. It also critically evaluates the issues of bias, accessibility, and the rigidity of traditional methods, underlining the urgency for innovative solutions. The paper briefly acknowledges the potential of an innovative adaptive test-taking platform, which offers a more personalized and less stigmatizing alternative. Yet, the primary focus remains on the imperative to reform current practices to be truly responsive to the diverse and unique needs of SWD. In discussing the way forward, the review contends with the logistical, ethical, and procedural considerations imperative for integrating new technologies with traditional accommodation methods. This review highlights the significance of advancing educational technology to bridge existing gaps in test accommodations, aiming to ensure equitable opportunities for all students, irrespective of their physical or cognitive constraints.

CHARACTERISTICS OF PATIENCE AMONG STUDENTS WITH DISABILITIES IN HIGHER EDUCATION: A PHENOMENOLOGICAL STUDY

This phenomenological study aims to deepen the understanding of the characteristics of patience among students with disabilities in higher education. The basis for this research lies in the Indonesian Law Number 8 of 2016 concerning Persons with Disabilities, which is further regulated by the Government Regulation of the Republic of Indonesia Number 48 of 2023, specifically addressing the provision of appropriate accommodations for students with disabilities in higher education. The qualitative phenomenological approach was employed in this study. The research objective was to explore the characteristics of patience among students with disabilities in higher education. Two students with disabilities from the Faculty of Psychology at the University of Islamic Riau were selected as the research subjects. The study revealed that the characteristics of patience among these students were related to academic resilience, self-control, resilience, and self-acceptance. For students with physical disabilities, patience was primarily associated with limitations in physical mobility, while for students with hearing impairments, patience was linked to limitations in hearing. The implications of this research emphasize the crucial need for counseling services to support and enhance the patience of students with disabilities. Furthermore, the Indonesian government must firmly enforce Law Number 8 of 2016, as it pertains to human rights, particularly for students with disabilities in higher education.

Understanding how faculty make return-to-learn decisions for college students.

College faculty are receiving attention as influential members of the Return-to-Learn (RTL) process for students with concussion. Investigators continue to learn more about how faculty can assist students throughout recovery, yet we must also strive to determine whether such evidence is isolated or is in fact exhibited by faculty elsewhere. We sought to determine if successive faculty cohorts demonstrate similar perspectives and RTL decision-making profiles as those from initial investigations. Two universities in New York State were recruited to participate in a two-stage cross-sectional study. College faculty with teaching responsibilities were given the opportunity to complete an online Qualtrics survey followed by a private interview discussing their thoughts, perspectives, and/or experiences with managing students with concussion. Accommodations for students were allowed more often when some form of documentation was present (disability services note = 100%; multiple types of proof = 91%; doctor/medical notes = 90%; and no note = 75%). Three factors consistently scored as influential to faculty RTL decision-making: documentation, teacher-student relationship, and empathy. No significant differences in scoring were seen between male and female faculty participants. Follow-up interviews revealed two themes: legitimacy and empathy. Legitimacy outlines why faculty seek verification of concussion prior to allowing accommodations and includes two subthemes: i) note/documentation, and ii) fairness/protecting integrity. Empathy discusses how and why faculty empathetically assist students with concussion, and includes two subthemes: i) personality, and ii) past experiences/understanding of concussion. Our findings indicate that faculty from different universities display similar RTL decision-making tendencies and perspectives towards students with concussion as those from initial investigations. These data allow RTL stakeholders to better understand and appreciate the potential for faculty to act as facilitators to concussion support. As gatekeepers of the classroom environment, understanding how to produce faculty cooperation will ensure a reproducible and positive outcome for students recovering from concussion.

Aspirations and accommodations for students with disability to equitably access higher education: a systematic scoping review

Aspirations and accommodations for students with disability to equitably access higher education: a systematic scoping review

The Impact of Gender, Accommodations, and Disability on the Academic Performance of Canadian University Students with LD and/or ADHD

Academic accommodations for students experiencing disabilities are increasingly available at postsecondary institutions. More studies of the efficacy of accommodations for student success are warranted, however. Given the increased gender gap in university participation, more focus on the unique impact of gender is also needed. Using a sample of students registered with Access and Inclusion Services with learning disabilities (LD), attention–deficit/hyperactivity disorder (ADHD), and combined LD/ADHD at a Canadian undergraduate university ( N = 661), we explored the impact of gender on academic performance and accommodation usage. Next, we examined how gender intersected with the impact of academic accommodations on academic performance. Women, on average, demonstrated better academic performance. Academic strategies and assistive technologies were not associated with higher academic performance. However, testing accommodations (extended time and environmental accommodations) were positively associated with academic performance for men with LD or ADHD, but not for the combined group LD/ADHD. For the former two, the more tests accommodated, the higher the academic performance. Furthermore, this gender association was most prominent for students experiencing ADHD. Interpretations and policy recommendations related to these findings are presented.

A comparative case study of the accommodation of students with disabilities in online and in-person degree programs.

Fully online degree programs are an increasingly important part of the higher education ecosystem. Among the many challenges raised by the growth of fully online courses and degree programs is the question: Are institutions providing online students with disabilities accommodations that are comparable to those provided to students in traditional in-person degree programs? To explore this question, we compared students in a fully online biology degree program to students in the equivalent in-person degree program at a large research university. For each group, we assessed the frequency with which students register with the disability resource center, the range of specific accommodations provided, and course grades. Results show that students in the in-person program were nearly 30% more likely to be enrolled with the disability resource center, and that students in the online program were offered a narrower range of accommodations. However, in relative terms (i.e., compared to students without disabilities in their degree program), online students with disabilities perform better than in-person students with disabilities.

The gap between research and practice revisited: Accommodation practices amid the COVID-19 pandemic and beyond

Previous research suggests that there is a demonstrated need to provide instructional and assessment accommodations for students with special needs in Canada and worldwide. Therefore, we conducted nine semi-structured interviews to better understand how Canadian elementary special education teachers’ perceived understanding of accommodations affected their practices before the COVID-19 pandemic, during school closures, and after school reopened in the province of Saskatchewan. Our interview data show that teachers’ perceptions of accommodations did not align with research and theory. Elementary teachers tended to utilize groupwise strategies for students with special needs. Overall, teachers’ perceptions and practices of accommodations remained constant prior to school closures and after school reopened, excepting some practices that were changed due to the COVID-19 safety protocols.

Chronic physical conditions and suicidal ideation: a population-level analysis of Canadian school-attending young adults

Background Students who identify with a chronic physical condition are a growing population and their conditions may be associated with poor mental well-being. Aim To compare suicidal ideation prevalence between Canadian school-attending young adults with and without a chronic physical condition. We hypothesized that students living with a chronic condition have a higher likelihood of experiencing suicidal ideation. Methods A cross-sectional study was conducted using a nationally representative sample of 2297 Canadian school-attending young adults (ages 15-29 years) from the 2012-13 Canadian Community Health Survey—Mental Health (CCHS-MH). Survey-weighted logistic regression and sensitivity analyses were performed to estimate the likelihood of experiencing suicidal ideation between students with and without a chronic physical condition. Results Approximately 14.3% (n = 329) students experienced suicidal ideation at some point. Students living with a physical chronic condition demonstrated 1.65 (95% CI: 1.14, 2.39) times higher odds of experiencing suicidal ideation, compared to students not living with a chronic physical condition. Conclusions Suicide prevention and health promotion are important considerations for campus health providers and administrators when planning services and accommodations for students living with chronic physical conditions.

Education Liaison improves implementation of school accommodations for students with sickle cell disease.

Children with sickle cell disease (SCD) have lower academic attainment than healthy peers. Many benefit from neuropsychological testing (NPT) and educational accommodations, including Individualized Education Programs (IEPs) and Section 504 plans (504s). Despite medical barriers to academic attainment, many children with SCD do not receive indicated NPT or accommodations. We hypothesize that a dedicated Education Liaison (EL) embedded in the SCD team increases implementation of NPT and accommodations. This retrospective study included children aged 5-20years with SCD receiving care at a single center from 2017 through 2020. Univariate analysis and multiple logistic regression were performed. Total 316 children with SCD were included. At baseline, 52.8% had accommodations (IEP: 24.4%, 504: 38.0%). The EL interacted with 62.0% of children. Children with EL contact were more likely to undergo NPT (odds ratio [OR]: 5.385), have an IEP (OR: 4.580), and have a 504 (OR: 2.038) (p<.001 for all). At the end of the study period, 64.6% had accommodations (IEP: 33.5%, 504: 54.4%), which increased from baseline (p<.001 for all). EL interaction was associated with overt or silent stroke history (OR: 1.911), acute chest syndrome history (OR: 2.257), hospitalizations since age 5 (OR: 3.216), and hospitalization for vaso-occlusive pain since age 5 (OR: 2.226) (p<.001 for all). EL interaction improves access to NPT and educational accommodations among children with SCD. SCD centers should incorporate ELs in comprehensive care teams to improve access to appropriate educational accommodations.

Academic Accommodations for Middle and High School Students Following a Concussion: Perspectives of Teachers and School Administrators.

An estimated 1 in 5 adolescents have sustained a concussion in North America. Teachers and school administrators are responsible for implementing academic accommodations and other supports for optimal return to learn following a concussion. The primary objective of this study was to describe the prevalence and feasibility of providing academic accommodations to students following concussion from the perspectives of middle and high school teachers and school administrators. A cross-sectional survey was administered to teachers and school administrators (grades 7-12) across Canada online via REDCap. Participants were recruited via word-of-mouth and social media sampling. Survey responses were analyzed descriptively using proportions. The survey was completed by 180 educators (138 teachers and 41 school administrators), of whom 86% had previously provided academic accommodations to students following concussion, and 96% agreed that students should have access to accommodations following concussion. Some accommodations (eg, breaks, extra time) were provided more often and were more feasible to provide than others (eg, no new learning, reduced bright light). Educators reported limited preparation time and limited school personnel support to assist students following concussion. The most feasible accommodations should be prioritized, ensuring students are supported within the school environment. Teachers and school administrators confirmed the importance of providing accommodations to students following concussion.

A literature review on dyscalculia: What dyscalculia is, its characteristics, and difficulties students face in mathematics class

Dyscalculia is a specific learning condition that affects the comprehension and manipulation of numerical concepts, which can impact students' academic performance and well-being in mathematics education. The research methodology used was a systematic literature review that aimed to identify and synthesize the existing evidence regarding the differences in understanding of dyscalculia, its characteristics and the difficulties that students with dyscalculia may face in class. The search string used in electronic databases, such as Crossref and Google Scholar, to generate articles for the review were “dyscalculia” and “dyscalculia characteristics.” After the study selection process and appraising its quality, 23 articles met the selection criteria and were reviewed to synthesize answers to the research questions. The findings suggest despite many differences in understanding what dyscalculia was and it was clear that dyscalculia is a specific learning condition that affected students’ comprehension and manipulation of numerical concepts. Students with dyscalculia exhibit various characteristics, the most noticeable of which was low mathematics achievement scores. The difficulties faced by students with dyscalculia in the classroom were numerous. However, the primary obstacles they faced involved comprehending and applying mathematical concepts, as these difficulties could lead to others, such as executing mathematical problem-solving instructions. Educators might comprehend the diverse characteristics of dyscalculia to provide appropriate support and accommodations for students with difficulties.

Stakeholders’ perspectives on the decision-making process regarding reasonable accommodations for students with SEN: a concept mapping study

ABSTRACT Reasonable accommodations (RA) and the accompanying decision-making process for students with SEN can be vague. Often a clear definition of RA to facilitate the decision-making process with various actors is missing. In this study, insight is gained into what four stakeholder groups described as important in the decision-making process regarding RA for students with SEN. Data were gathered and analysed by the use of concept mapping methodology, and concept maps were constructed based on the participants’ clustering and ranking of statements. Afterward, the similarities and differences between the concept maps of all participating groups were identified based on reoccurring statements and themes. Participating actors were teachers, principals, professionals of the Pupil Guidance Centre (PGC), and parents of children with SEN, all living and working in Flanders (the Dutch-speaking part of Belgium). The most important cluster for teachers refers to the student as the central point of attention. For Professionals of the Pupil Guidance Centre (PGC), consensus and communication were perceived as the most essential. Principals referred to students’ and teachers’ needs as most important. Parents referred to respect for the parental perspective as the main point of attention when making decisions regarding RA for students with SEN.