Accommodation Use During Content Area Instruction for Students with Reading Difficulties: Teacher and Student Perspectives

Witmer, Sara E.; Schmitt, Heather; Clinton, M. Suzanne; Mathes, Nicole E.

doi:10.1080/10573569.2017.1382407

Cited by 11 publications

(7 citation statements)

References 23 publications

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“…Possibly, participants with lengthier performances were processing the content, thus requiring the accommodation of more time. This finding is consistent with use of extended time, an accommodation that some students with SLD need more frequently than provided (Witmer et al, 2018).…”

Section: Discussionsupporting

confidence: 79%

“…Significantly, accommodations should have differential effects such that the barriers students experience due to the disability (e.g., problems decoding multisyllable words) are removed (e.g., for comprehension, passages orally read) (Elbaum, 2007; Meyer & Bouck, 2017; Witmer et al., 2018). The effect of using accommodations is one of eliminating impediments for impacted students, so that a previously unattainable task (e.g., comprehension) becomes attainable (e.g., passages orally read).…”

Section: High School Students With Learning Disabilities: Requesting Accommodations In Role‐playmentioning

confidence: 99%

“…Given the advantages afforded to students with SLD who access and use appropriate individualized accommodations, students must know both how to effectively request them and which accommodations work best for them. Interestingly, however, when students with different disabilities were queried about their use of accommodations, their responses differed from teachers’ responses; students’ responses indicated specific accommodations, such as directions read aloud and extended time, were needed more frequently than teachers were providing them (Witmer et al., 2018). Consequently, students may need accommodations they are not receiving, and may not be requesting them.…”

Section: High School Students With Learning Disabilities: Requesting Accommodations In Role‐playmentioning

confidence: 99%

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High School Students with Learning Disabilities: Requesting Accommodations in Role‐Play

McGahee

King‐Sears

Evmenova

2021

Learn Disabil Res Pract

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Self‐advocacy is an important skill, especially as students transition from high school to postsecondary settings. In this study, five high‐school students with specific learning disabilities (SLD) were taught to use a self‐advocacy intervention to learn to request academic accommodations. A multiple‐baseline across participants design was used to examine the functional relation between the intervention and students’ performance. Students learned the self‐advocacy intervention, consisting of 17 target behaviors, during after‐school sessions across approximately 6 weeks. Based on the visual analysis and percentage of nonoverlapping data, there was strong evidence of a functional relation between the self‐advocacy intervention and an increase in participants’ performance for requesting academic accommodations during role‐play scenarios. Participants maintained self‐advocacy skills 2 weeks after mastery and generalized accommodation requests with other school‐based personnel. Social validity data indicated that participants valued the intervention. Implications for practitioners are discussed for transition and self‐advocacy skills as well as future research opportunities.

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Section: Discussionsupporting

confidence: 79%

Section: High School Students With Learning Disabilities: Requesting Accommodations In Role‐playmentioning

confidence: 99%

Section: High School Students With Learning Disabilities: Requesting Accommodations In Role‐playmentioning

confidence: 99%

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High School Students with Learning Disabilities: Requesting Accommodations in Role‐Play

McGahee

King‐Sears

Evmenova

2021

Learn Disabil Res Pract

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“…A baixa presença da PcDv no exame e o comportamento durante o exame, com taxas de evasão por abstenção e eliminação maiores que os inscritos sem deficiência (6,9% em 2017 e 2,73% em 2018), identificados no estudo, podem também ser um indicador de falta de acessibilidade no exame ou falta de informação sobre a acessibilidade no Enem, antes do exame, devido à pouca divulgação dos recursos disponíveis para realizar o exame, às barreiras de acesso ao site do participante do Enem, à falta de simulados do exame com recursos acessíveis, à ausência de suporte para escolha dos recursos, entre outros fatores apontados na literatura e que envolvem o processo de acessibilização de avaliações em larga escala e assim devem ser reavaliados (JUNQUEIRA;LACERDA, 2017;LERIA et al, 2018a;WITMER et al, 2018).…”

Section: Discussionunclassified

O Acesso Do Estudante Com Deficiência Visual À Educação Superior: Análise Dos Microdados Do Exame Nacional Do Ensino Médio (Enem)

et al. 2022

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RESUMO: O Exame Nacional do Ensino Médio (Enem) é o principal instrumento de acesso à Educação Superior brasileira, sendo seus resultados também utilizados por políticas públicas para ofertas de vagas subsidiadas pelo Estado. Assim sendo, objetivou-se, neste estudo, analisar o acesso à Educação Superior da pessoa com deficiência visual (PcDv), no intuito de investigar fatores relacionados aos rendimentos acadêmicos na avaliação em larga escala do Enem, por meio da análise de microdados das edições de 2017 e 2018 do exame. Com base na metodologia de pesquisa exploratória, com abordagem quantitativa, este estudo investigou a participação, as características socioeconômicas e demográficas e o desempenho das PcDv no exame em comparação aos participantes sem deficiência, com a finalidade de identificar vulnerabilidades no acesso das PcDv à Educação Superior. Os resultados evidenciaram a baixa participação de PcDv no exame, além de estes possuírem menor renda familiar, idade mais avançada, menor participação do sexo feminino e menor concentração nas regiões Sul e Sudeste em relação aos participantes sem deficiência. A análise de desempenho apontou que as PcDv tiveram resultados similares às pessoas sem deficiência, desmistificando, assim, o conceito de incapacidade relacionado à pessoa com deficiência. No entanto, os resultados variaram conforme a severidade da deficiência, sinalizando possíveis questões de acessibilidade no exame, prejudicando, desse modo, os participantes com deficiência visual mais severa. Concluiu-se que as políticas educacionais de acesso à Educação Superior, que utilizam a nota do Enem, não se aplicam à parte dessa população, excluída dos benefícios da Educação Superior subsidiada pelo Estado.

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“…They find it challenging to collaborate with general education teachers in the implementation of regular standards with students with disabilities (Caruana, 2015;Van Boxtel, 2017). One special education teacher went as far as saying that there is resistance on the part of some general education teachers when it comes to implementing educational accommodations (Witmer et al, 2018). This refusal may be due in part to lack of information, adequate training and/ or false perceptions on how to best address diverse learners in their classrooms (Jozwik et al, 2018).…”

Section: Discussionmentioning

confidence: 99%

Challenges of Urban Educators in Implementing State Standards for Students with Disabilities

Cramer

Gallo

Salum

et al. 2021

Education and Urban Society

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A lack of information, research, and teacher training exists on the effective implementation of Common Core State Standards (CCSS) or other state standards for struggling learners. The pace and standardization of the curriculum are often at odds with the unique learning needs of students from diverse backgrounds. Researchers in one large urban school district conducted a series of focus groups with special educators to identify their perceptions of these standards and the training needs associated with effective implementation of the standards. The results revealed a pressing need for professional development to facilitate effective implementation of the standards for struggling learners in urban settings. Implications for teacher preparation and urban education are discussed.

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Accommodation Use During Content Area Instruction for Students with Reading Difficulties: Teacher and Student Perspectives

Cited by 11 publications

References 23 publications

High School Students with Learning Disabilities: Requesting Accommodations in Role‐Play

High School Students with Learning Disabilities: Requesting Accommodations in Role‐Play

O Acesso Do Estudante Com Deficiência Visual À Educação Superior: Análise Dos Microdados Do Exame Nacional Do Ensino Médio (Enem)

Challenges of Urban Educators in Implementing State Standards for Students with Disabilities

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