Developing Effective Transition Reports for Secondary Students: A Nationwide Survey of College and University Disability Support Personnel

Wadlington, Charles; DeOrnellas, Kathy; Scott, Shannon R.

doi:10.1080/09362835.2017.1283623

Cited by 7 publications

(5 citation statements)

References 7 publications

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“…A survey of disability service providers highlighted the importance of objective documentation in accommodation decision-making. Wadlington et al (2017) surveyed disability service providers from 408 postsecondary institutions. Most providers (77%) reported that they sometimes, often, or always review objective documentation when evaluating accommodation requests.…”

Section: Accommodation Decision-making Using Objective Evidencementioning

confidence: 99%

Accommodation Decision-Making for Postsecondary Students with ADHD: Treating the Able as Disabled

Harrison

Armstrong

2022

Psychol. Inj. and Law

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Students with attention-deficit/hyperactivity disorder (ADHD) may be entitled to academic accommodations in postsecondary education. Disability Services Offices (DSOs) in Canada say that objective evidence of functional impairment is required prior to providing academic accommodations. This study set out to determine if postsecondary disability service providers use objective, third-party data when making accommodation decisions. Providers were asked if they would grant extra time accommodations to a fictitious prospective student. The student self-reported attention and academic problems that emerged during COVID restrictions, and that extra time helped her earn better grades and reduced her anxiety. While her neuropsychological report suggested superficial similarity to ADHD and contained accommodation recommendations, it lacked any objective evidence supporting either an ADHD diagnosis or functional impairments that would support extra time accommodation. Despite the lack of current or historical functional impairment, 100% of all DSO decision makers confirmed that they would grant extra time accommodations to this student. Results suggest that DSOs' accommodation decisions are not based on evidence of functional impairment but rely mainly on student self-report and the recommendations of a professional. As such, the current system of determining reasonable accommodations is flawed and inequitable, offering non-impaired individuals access to supports and services that may privilege them over their similarly abled peers. Postsecondary institutions must either develop more defensible methods of disability determination or provide all students with access to accommodations to create a more equitable learning environment.

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Section: Accommodation Decision-making Using Objective Evidencementioning

confidence: 99%

Accommodation Decision-Making for Postsecondary Students with ADHD: Treating the Able as Disabled

Harrison

Armstrong

2022

Psychol. Inj. and Law

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“…Therefore, high school documentation should provide evidence of the impact of the impairment on learning and how specific accommodations, recommended or utilized, enabled the student to access his or her education. A national survey of disability service providers about documentation requirements reported that service providers valued the inclusion of current data and test scores (from junior or senior year of high school and most commonly no more than 3 to 3.5 years old), a history of accommodation, and a description of abilities that explain students' strengths and functional limitations (Wadlington, DeOrnellas, & Scott, 2017).…”

Section: Implications For Practicementioning

confidence: 99%

“…High school professionals are uniquely qualified to facilitate the gathering of documentation during a student’s secondary education, and recent research indicates that postsecondary disability service providers find this valuable in decision making. Wadlington et al (2017) reported that 76.5% of disability service providers sometimes, often, or almost always use reports from high schools to determine student eligibility, and 71% rated these reports as at least somewhat useful in determining appropriate accommodations for students. Weis et al (2016) reviewed documentation from 359 community college students with LD and reported that the strongest support for test accommodations came from a combination of the student’s history and a recent diagnosis.…”

Section: Implications For Practicementioning

confidence: 99%

“…As noted by Wadlington et al (2017), some students are required to seek updated evaluations before qualifying for accommodations. The disability service providers surveyed reported that in these cases, 72% of students are referred off campus, and 88% reported that the student and/or family is responsible for covering the costs.…”

Section: Implications For Practicementioning

confidence: 99%

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Impact of the Americans With Disabilities Act Amendments Act on Documentation for Students With Disabilities in Transition to College: Implications for Practitioners

Keenan

Madaus

Lombardi

et al. 2018

Career Development and Transition for Exceptional Individuals

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To receive disability-related services at the college level, students must self-identify with the campus disability services office (increasingly called the accessibility office) and be required to provide documentation to establish eligibility. Such documentation must establish a substantial limitation in performing a learning-related activity, for example, reading (Madaus & Shaw, 2007; U.S. Department of Education, Office for Civil Rights, 2011). Colleges may set their own documentation requirements, and some colleges have strict documentation standards that require extensive and recent evaluations to establish a learning disability (LD) or attention deficit hyperactivity disorder (ADHD; U.S. Department of Education, Office for Civil Rights, 2011). As a result, a key issue for students in transition can be presenting the nature and extent of documentation required.

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“…The change in law and accompanying services are unclear, and without specific education about the topic, students enter college un-or underinformed. In a large, nationwide online survey study of 408 college-level disability support personnel, over 60% responded that they rarely or never coordinated with high schools to ease the transition from high school to college disability services (Wadlington, DeOrnellas, & Scott, 2017). With the majority of colleges confirming that they do not engage in transition planning for disabled students coming from high schools, it is not surprising that students report unfamiliarity with available services and the processes by which to access them.…”

Section: Transition To College and Outreachmentioning

confidence: 99%

Identities and Experiences of California Community College Students Using Accessibility Support Services

Oda-Burns¹

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As disabled student enrollment in postsecondary education has increased, the literature has grown regarding challenges and barriers to truly accessible education.This study deepens our understanding of students' experiences using accessibility support services in community college. Through exploratory case study design, phenomenological interviews were used to answer the following questions: How do students who use Accessibility Center (AC) services and accommodations at one California community college identify in terms of disability-related language? What are the lived experiences of students who use AC services at one California community college as they navigate the college using the accommodations model of access? Findings include widely varied linguistic self-identities regarding disability, including language affirming, language selecting, and language informing responses. Students also report previous negative experiences, the power of interactions with instructional faculty, acceptance of accountability for accessibility, and support from social networks to overcome hesitation. Recommendations include reflection on labeling practices and a move toward universally designing college education. The lived experiences of students in California Community Colleges must inform our institutional practices to achieve true accessibility. I certify that the Abstract is a correct representation of the content of this dissertation. _____________________________________________ ___________________ Chair, Dissertation Committee Date v ACKNOWLEDGEMENTS With gratitude to…My parents: For letting me put in loads of laundry on my way to class on the weekends, serving up a hot meal at the end of a long school day, and letting me be quiet. For loving me through my highs and lows and always, always believing in me.My partner: For looking lovingly at me across the room in 15C as I cursed over assignments, buying me the computer on which this dissertation was written when my old one died, and growing up with me. For never giving up.My classmates: For keeping me grounded in the work in the moments I wanted to let go. For the bold and transformative work you are doing and will continue to do for our students.My students: For reminding me daily what is important, and for living courageously in a world that wasn't designed with all of us in mind.My instructors and dissertation committee members: For challenging me to think and rethink… and rethink.My therapist: For listening.My dog: For being silly, joyful, and cuddly through it all.My village is strong and mighty.viThis work is dedicated to my grandmother, Margaret Oda, and my mother, Marjorie Oda-Burns. Both having earned doctoral degrees themselves, my grandma and mom paved the way for me to pursue my dreams. They not only taught me, they showed me how to be courageous, strong, and resilient while acting with compassion, grace, and love. I will ask myself what they would do in the inevitable moments of uncertainty that arise over the course of a career and a lifetime. Carrying wit...

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Developing Effective Transition Reports for Secondary Students: A Nationwide Survey of College and University Disability Support Personnel

Cited by 7 publications

References 7 publications

Accommodation Decision-Making for Postsecondary Students with ADHD: Treating the Able as Disabled

Accommodation Decision-Making for Postsecondary Students with ADHD: Treating the Able as Disabled

Impact of the Americans With Disabilities Act Amendments Act on Documentation for Students With Disabilities in Transition to College: Implications for Practitioners

Identities and Experiences of California Community College Students Using Accessibility Support Services

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