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The purpose of the current study was to examine those variables that we postulated as predicting whether a registered college student with a disability would request accommodations in higher education. To achieve this purpose, a variety of predictor variables were considered as predicting whether a student with a disability would decide to request accommodations and analyzed using logistic regression analyses. Results indicate two significant predictors of a college student with a disability requesting accommodations, which were a student's university characteristics (e.g. being large public versus small private) and student attitudes toward requesting accommodations. Results indicate the importance of both personal and environmental factors as influencing a student's behavior of requesting accommodations.

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Using a community-based, nationally representative sample of children aged 5 to 7 years old from the United States, the results of the current study suggest that physical education, as a structured form of physical activity, may be considered as associated with lower levels of symptoms of ADHD across time.

College students with disabilities represent an increasing population of nontraditional students that often experience difficulty in achieving in higher education. This difficulty appears to be related to students with disabilities needing to request accommodations in higher education, unlike in elementary and secondary education where accommodations are provided. In the current study, an instrument, the Attitudes Toward Requesting Accommodations (ATRA), was developed to measure attitudes toward requesting accommodations among college students with disabilities. The results of the current study indicate evidence in support of the sound psychometric properties of the ATRA so that it may be utilized by higher education administrators concerned with the achievement and retention of college students with disabilities.

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The authors conclude that practitioners must be concerned with the presence of coexisting disorders for children with ADHD with respect to academic achievement as well as other behavioral and psychological outcomes.

Identification of gifted and talented students presents a conceptual and practical challenge for educators. On the one hand, giftedness can be represented by potential, a difficult trait to measure reliably given the multifaceted approach supported by many gifted programs. On the other hand, some behaviors that are indicative of potential, especially in academic areas, may only develop if students are provided with adequate experiences and advanced instruction. Vygotsky suggested instruction leads development, which supports the idea of offering advanced instruction to encourage the development of gifts and talents. This developmental approach to giftedness supports instructional practices based on student needs as opposed to labels, which is in direct opposition to the absolutist approach to giftedness. Under an absolutist paradigm, traditionally underserved populations are often excluded from gifted programming because intelligence tests or other normative procedures fail to identify undeveloped talents and gifts. To provide adequate programming for diverse populations, the identification procedures must be connected to the instructional programming, and for teachers, this shift means maximizing the development of all students by differentiating instruction based on needs rather than classifications or labels. This article describes the use of curriculum-based measurements in identifying gifted students.