The Impact of the IDEA 2004 on Transition to College for Students with Learning Disabilities

Madaus, Joseph W.; Shaw, Stan F.

doi:10.1111/j.1540-5826.2006.00223.x

Cited by 41 publications

(60 citation statements)

References 22 publications

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“…IDEA 2004 requires that IEP teams develop "Appropriate measurable postsecondary goals based upon age appropriate transition assessments related to training, education, emp loyment, and, where appropriate, independent living skills" [ §300.320 (b)(1)]. Best practices indicate that, for college bound students, such assessments might include evaluations that align with the requirements of postsecondary institutions (Connecticut State Department of Education, 2009;Madaus & Shaw, 2006). This could include multiple formal measures that provide relevant test scores "that support the accommo dations used in high school" (Dukes, 2010, p. 177) as well as informal measures that supplement the formal measures.…”

Section: Challenges and Recommendations For Secondary Personnelmentioning

confidence: 98%

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Learning Disability Documentation Decision Making at the Postsecondary Level

Madaus

Banerjee

Hamblet³

2010

Career Development for Exceptional Individuals

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Students with learning disabilities (LD) transitioning from secondary school to postsecondary education must submit documentation verifying the existence of a disability and that describes a current and substantial limitation to learning. Preparing acceptable documentation can be a challenge for secondary personnel because of differing laws at the secondary and postsecondary levels and because of variation in the type of data required by each school. This study presents the results of a survey of 183 postsecondary disability service providers related to frequently required components of LD documentation. Although a clear diagnosis of LD was required by most respondents, there was variation in regard to other key components. Implications and suggestions for secondary transition practice are presented.

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Section: Challenges and Recommendations For Secondary Personnelmentioning

confidence: 98%

“…These changes can result in students transitioning with documentation that does not meet the standards of postsecondary institutions (Gordon, Lewandowski, Murphy, & Dempsey, 2002;Madaus & Shaw, 2006;NJCLD, 2007).…”

mentioning

confidence: 95%

Learning Disability Documentation Decision Making at the Postsecondary Level

Madaus

Banerjee

Hamblet³

2010

Career Development for Exceptional Individuals

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“…In addition, it is crucial for students to register with the college's Office of Student Support Services, provide recent documentation of their disability, and explicitly state their needs (Hadley 2007). If documentation is not recent, students must be reevaluated at their own expense (Kravets 2006;Madaus and Shaw 2006). For students who have not already done so, they must come to know the specifics of their learning disability and how to describe it to others (Milsom and Hartley 2005;Mortimore and Crozier 2006).…”

Section: Surveying Previous Studiesmentioning

confidence: 99%

Actively navigating the transition into college: narratives of students with learning disabilities

Connor

2012

International Journal of Qualitative Studies in Education

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Students with learning disabilities (LD) are particularly vulnerable in making the school-to-college transition where they negotiate a complex constellation of challenges that include academic demands, social expectations, and emotional/ personal growth. Although a substantial body of knowledge exists about college students with LD, it is largely predicated upon both extrinsic supports available to ensure a successful transition into college and ways to maintain that success. In contrast, intrinsic knowledge as the basis of agency exerted by individuals with LD to strategize for their own success has received comparatively little attention. This study uses narrative methodology guided by a theoretical framework of disability studies, to render three nuanced portraits of college students with LD. Participants demonstrate ways in which they manage to navigate the academic, social, and emotional/personal realms when transitioning into college. In doing so, they reveal instances of self-knowledge that are often hidden or overlooked, revealing numerous instances of agency. IntroductionPrior to the Education for All Handicapped Children Act in 1975, college attendance for students with learning disabilities (LD) was limited to a small number. 1 However, in the last three decades, the number of college students with LD has more than tripled (Stodden, Conway, and Chang 2009). By the mid-2000s, 23% of students with LD attended a 2-year college and 11% attended a 4-year college (Gregg 2009). Although the numbers represent increased access to college-level learning, only 28% of these students manage to graduate (Emery 2009). These statistics suggest that students with LD experience significant difficulties in attempting to successfully navigate college. It is common knowledge that typical students face new challenges transitioning from high school to college because they shift from a system where adults manage their lives to one of self-management. Due to the nature of their disability, students with LD are particularly vulnerable in making the school-to-college transition. These students must negotiate an additional constellation of disability-related challenges within the interconnected realms of academic demands, social expectations, and emotional/personal growth (Heiman and Kariv 2004).

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“…The SOP may become one of the few elements of disability documentation now available to graduating seniors (Madaus & Shaw, 2006). Possibly, students who transition to postsecondary education from secondary education with a comprehensive SOP will present strong evidence of the current functional impact of a disability for determining reasonable academic accommodations under the ADA/Section 504.…”

Section: The Summary Of Performancementioning

confidence: 99%

“…IDEA 2004 amendments that have 90w restructured the nature and extent of formal assessment previously provided to students with disabilities may result in increasing challenges for students and families in gathering the assessment data necessary to qualify for supports and accommodations in postsecondary education settings (Madaus & Shaw, 2006). For example, many postsecondary institutions require documentation that is time sensitive for specific disabilities and identifies current functional limitations and substantial impairment to a major life activity.…”

Section: Transition Assessmentmentioning

confidence: 99%