Predicting the Extended Time Use of College Students With Disabilities

Abstract

This study investigated the extent to which standardized reading performance, individual perceptions of reading and test taking skills, and test anxiety predict the amount of extended time needed to equalize test access for college students with disabilities. Thirty-seven college students with a specific learning disorder (LD) and/or an attention deficit hyperactivity disorder (ADHD) diagnosis who received university test accommodations were recruited to participate in this study, along with 37 controls. All participants individually completed standardized reading tests and rating scales, and a timed reading comprehension task in a group setting. Results indicated that participants receiving test accommodations utilized approximately 14% more time than control participants to complete the timed reading task. Regression analyses indicated that the differences in time required to complete the reading comprehension task were related to participants’ reading fluency and decoding, as well as perceptions of the strength of their reading and test taking skills.

Four empirically based reasons not to administer time-limited tests.

“…For example, in one study of 825 students with learning disabilities at a small arts and technical college, very few students who were provided extended time used more than the standard time, and those who did rarely used more than an additional 25% (Holmes & Silvestri, 2019). Similarly, in another study of 605 students with disabilities at a regional university, most students who were provided extended time used only the standard time, with primarily students with psychiatric disabilities using more (around half of the additional 50%; Spenceley & Wheeler, 2016). In another study of 50 students with a variety of learning disabilities taking the SAT, no student used more than 14% extra time (Cahalan- Laitusis, King, Cline, & Bridgeman, 2006).…”

Academic Accommodations for Special Education Students: A Systematic Review

“…[26] asserted that the study outcome of exploring the university experiences of students with learning disabilities who self-reported their disabilities revealed experiences of increased bias on campus and less satisfaction with their overall encounters. [28] defined academic accommodation as changes to school practices that hold students to the same standard as others without disabilities.…”

Degree Duration among Undergraduate Students with Disabilities

“…In 1997, this policy was changed and required that the transition planning started by the age of 16. Due to these advancements in special education policy and practice, the enrollment numbers of college students who have a disability has been rapidly increasing in recent decades (Hong, 2015;Barnard-Bark, Letchtenberger, & Lan, 2010).However, the retention rate among first-year students with disabilities is much lower than first-year students without disabilities (Spenceley, Wood, Valentino, & Lewandowski, 2019). Despite the dramatic increase in individuals with disabilities attending college, students who have a disability are still less likely to obtain a college degree in comparison to other student populations (O'Shea & Meyer, 2016).…”

“…To promote equity and equality, University's are required to provide the disability accommodations documented in this IEP. For example, several students with disabilities are often allotted extra time on tests and quizzes to help eliminate constraints caused by their disability (Holmes & Silvestri, 2019;Spenceley, Wood, Valentino, Lewandowski, 2019). For students who have physical disabilities, they may require extra time or assistance to maneuver around campus and in between classes (Bills, 2017).…”