Determining Appropriate Accommodations for Postsecondary Students with Reading and Written Expression Disorders

Abstract

One of the most significant barriers facing postsecondary students with reading and written expression disorders who are eligible to receive specific accommodations is the lack of professional knowledge pertaining to issues surrounding accommodations. Though guided by Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act, the process by which accommodation decisions are made varies considerably across institutions of higher education. Given the recent rise in litigation surrounding the practice of how accommodations are determined as well as the increasing number of postsecondary students with reading and writing disabilities who are requesting accommodations, it is imperative that accommodation decisions be defensible and supported by empirical research. The purpose of this article is to provide an overview of current research on the effectiveness of accommodations for postsecondary students with language-based learning disabilities, discuss important considerations in the accommodation selection process, and offer recommendations for future research.

Factors in the Adjustment and Academic Achievement of College Students with Learning Disabilities in Israel

“…In addition, it was found that the support services staff can help increase self-efficacy through setting appropriate and realistic academic goals (Costello & Stone, 2012). Receiving appropriate mental support and being offered exam accommodations can prove critical to postsecondary school success and to the retention of students with LD who are enrolled in higher education institutions (Lindstrom, 2007).…”

“…Often, these students require special support in order to adjust academically and socially to college life (Weyandt & DuPaul, 2008). The number of support programs available to college students with LD is expanding, but the services offered vary considerably from institution to institution (Lindstrom, 2007). Assistance can be provided by focusing on the development of the individual learner through counseling, coaching, guiding, and therapy.…”

“…Assistance can be provided by focusing on the development of the individual learner through counseling, coaching, guiding, and therapy. Institutional assistance can include, among other options, accommodation on exams, special tutoring, copies of lecture notes, priority registration, and self-advocacy training (Buchanan, Charles, Ringer, & Hart, 2010;Lindstrom, 2007;Raue & Lewis, 2011;Vance & Weyandt, 2008). Extending appropriate institutional support is critical to the success and retention of college students with LD (Weyandt & DuPaul, 2008).…”

Academic Support Experiences and Perceptions of Postsecondary Students with Disabilities: A Public and Private University Comparision

“…The literature suggested that proper and continued professional development for faculty members would improve the knowledge and attitudes of faculty as well as improve overall campus climate and graduation rates (Lindstrom, 2007;Shaw & Dukes, 2006;Vogel, Holt, Sligar, & Leake, 2008).…”

“…When faculty are not prepared to meet the learning needs of students with disabilities, poor graduation rates can be the end result (Lindstrom, 2007;Zhang, et al, 2010). Students reported the perception that faculty can be skeptical regarding the existence of a disability and the need for accommodations (Vogel, Holt, Sligar, & Leake, 2008).…”