Assessing academic impairment in college students with disabilities: A new measure to promote evidence-based accommodation granting

Abstract

College students with disabilities may be entitled to academic accommodations such as additional time on exams, testing in a separate setting, or assistance with note-taking. To receive accommodations, students must request services from their college and show that they experience substantial limitations in academic functioning. Without norm-referenced data, it is difficult for college disability support professionals to determine if students’ self-reported academic problems reflect substantial limitations characteristic of a disability, or academic challenges experienced by most other students. The Academic Impairment Measure (AIM) is a brief, multidimensional, norm-referenced rating scale that can help professionals identify college students with significant impairment who need academic support. Exploratory and confirmatory factor analysis indicate that the AIM assesses seven distinct and interpretable domains of academic functioning relevant to postsecondary students. Initial studies also provide evidence of internal and temporal consistency; composite reliability; content, convergent and discriminant validity; and the ability to differentiate students with and without disabilities. Finally, the AIM includes a response validity scale to detect non-credible ratings. Normative data from a large, diverse standardization sample allow professionals to use AIM scores to screen students for significant impairment, tailor accommodations to students’ specific limitations, and monitor the effectiveness of accommodations over time.

Modifications and Accommodations for Higher Education Students with Special Educational Needs

“…Symptomatology of attention-deficit/hyperactivity disorder is defined as the presence of symptoms of inattention and/or hyperactivity and impulsivity (American Psychiatric Association, 2013). While the symptoms of hyperactivity and impulsivity are highly prevalent in children with diagnosed ADHD, in adolescents and young adults we observe problems with attention, organization, executive functioning, time management, study skills, anxiety and mood (Weis et al, 2019). All these symptoms could be a barrier to successful functioning and performing in higher education.…”

“…All these symptoms could be a barrier to successful functioning and performing in higher education. Weis et al (2019) explored the way how clinicians report about college students with ADHD. Based on the results, they focus mostly on symptoms rather than barriers and accommodations, in their sample, 32% of clinicians described barriers and only 42% described some history of accommodations.…”

Learning From Recorded Lectures: Perceptions of Students With ADHD

“…Nevertheless, it was also found that students predominantly employ recorded lectures as supplementary to enhance the lectures. They can cater to students’ different needs, learning preferences, and difficulties, including Attention-Deficit/Hyperactivity Disorder (ADHD) (Weis et al, 2019; Witthaus & Robinson, 2015).…”

“…Students with ADHD in higher education require instructional accommodations (Newton et al, 2014). Therefore, there is a need to leverage technology so that various formats are available, such as online handouts, tutorials, and recorded lectures (Weis et al, 2019). However, although academic accommodations are frequently provided to students with ADHD (such as testing to be administered in a separate room to reduce distractions), surprisingly, little research demonstrates the effectiveness of recorded lectures for these students.…”