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ACCOMMODATING ACCOMMODATING ACCOMMODATIONSACCOMMODATIONS
A bridge to the future for GEDcandidates with learning disabilitiesand/or ADHD.
©Kathleen Ross-Kidder, Ph.D.
GEDTS
Today’s AgendaToday’s Agenda: LD/ADHD : LD/ADHD Research &AccommodationsResearch &Accommodations
Welcome!OverviewBrief Introduction:
– research
– policy development
– Form L-15
– model
– resources
GED PILOT GED PILOT RESEARCHRESEARCH
Documentation-1994-5Documentation-1994-5
Subjects
VIQ Educational
0
50
100
150
200
250
Subjects
VIQ Educational
3-D Column 1
Requests for accommodations less that 1%.
1996-1997 total requests 7,131 28% increase in 1997 Ohio tripled requests for SLD Virginia doubled. Only 30% of requests in 1994
had documentation of potential to pass GED.
Less that 10% had measures of educational achievement.
WAIS-R (WAIS-R (1994-19951994-1995))
Full Scale IQ 88.91
Verbal IQ 86.80
Performance IQ 92.87
WAIS-RWAIS-R(1996-7)(1996-7)
Full Scale IQ 88.10
Verbal IQ 88.45
Performance IQ 90.77
Gender DifferencesGender Differences
FSIQ VIQ PIQ
Males 86.11 84.25 92.73
Females 90.11 88.35 92.96
p.< .67 .62 .83
Correlations with passing Correlations with passing GEDGED
FSIQ .000
VIQ .0001
PIQ .0001
VIQ-PIQDifference
.27
Current ResearchCurrent Research
WAIS-R-III Factor Scores WAIS-R,III - Academic Achievement Accommodations- Success on GED Evaluation of training session-pre/post
training of state administrators
GED NORMSGED NORMS
Pass rate set such that 67% of current high school seniors can be expected to pass.
Low average potential to above would be predicted to pass.
IQ predict-=correlations p.<0001
Data baseData base
Overall potential Significant differences
using standard scores VIQ-PIQ subtests scores factor scores IQ-Achievement Model-GED pass rate
Comparison of verbal Comparison of verbal subtestssubtests
0
2
4
6
8
10 Information
DigitSpan
Vocabulary
Arithmetic
Comprehension
Similarities
Information 7.16 Digit Span 8.00 Vocabulary 7.22 Arithmetic 6.70 Comprehension 9.55 Similarities 8.35
Nonverbal SubtestsNonverbal Subtests
7
7.5
8
8.5
9
9.5PictureCompletion
PictureArrangement
BlockDesign
ObjectAssembly
DigitSymbol
Picture Completion 9.38 Picture Arrangement 8.44 Block Design 8.06 Object Assembly 7.98 Digit Symbol 7.36
Introducing Form L-15:Introducing Form L-15:
define policy define program preview video:
Accommodating Accommodations!
Legal IssuesLegal Issues
ADA, 504, IDEA Potential to do task Documented disability Significantly
negatively impacts on one of life’s major activities
least restrictive
FORM-L-15: Form to request FORM-L-15: Form to request accommodations for LD and/or ADHDaccommodations for LD and/or ADHD
Basic Information: Names, center, etc Documentation
– qualifications of professionals– measurement of potential– measurement of information processing– measurement of current achievement
Accommodations requested
Policy Formation TimelinePolicy Formation Timeline
1990, ADA Requests begin 1996, Introduction 1996, Fall symposium
of experts 1997, GED request
clarity and policy 1997 Maryland
National Panel
TimelineTimeline
Policy presented at NASSLN Review by Departments of Justice and
Education for guidance. Legal review Addition of Neil Sturomski, Educational
specialist, January 1998. Mini Pilot Training, 1 day: March, 1998
Training begins: Training begins: September, 1998September, 1998
Assessment experts review July 11,1998. Advocacy experts review July 17, 1998. State administrators training sessions &
certification.
TRAINING SESSIONSTRAINING SESSIONS
Definition Legal Issues Learning Disability/ADHD Form L-15 Discrepancy model Appropriate accommodations Resourcing!
Accommodations PolicyAccommodations Policy
Clear and transparent as possible!
Consistent! Encourage outreach! Bridges to the future! Research supported
Educational (IDEA) DefinitionEducational (IDEA) Definition
Average to above average intellectual potential (GED broadly defines as 70 or above.
Information processing dysfunction Significant discrepancy in academic
achievement that is due to information processing dysfunction
Not primarily due to emotional or cultural factors.
Form L-15Form L-15 to receive
accommodations
Information Processing
Intellectual Potential
Academic Achievement
THE SCREENING MODEL: LEVEL 1
IQ= 70 or above?
VIQ-PIQ= 8 or moreSignificant factor discrepancy
•Bannatyne•ACID
Academic achievement significantly below IQ= 15 points or more?
FORM L-15
Process: Level 1Process: Level 1
candidate
advocate/teacher/chief administrator psychologist
educational specialiststate administrator
Steps in completingSteps in completing
Get Form L-15 Gather needed information from psychologists,
psychiatrists and/or educators. Present completed Form L-15 to advocate or
GED center administrator. Form is forwarded to GED state administrator
who approves or not approves.
THE MODEL:SUMMARY
Completed Form L-15Chief examiner State administrator
GED Expert Clinical Review
Level 1
Level 2
• approval• more information• nonapproval
Process: Level 2:ExpertProcess: Level 2:Expert
Level 3: Appeals Panel Clinical Review
THE REVIEW MODEL: LEVEL 3
Panel Appeal Clinical Review• Questions about documentation• Candidate’s request for further review• Questions about IQ below 70• Legal challenge to nonapproval
GEDTS Washington, D.C.
Form L-15 and case history from file
The ModelThe Model
INTELLECTUAL POTENTIAL
IQ above 70?INFORMATIONPROCESSINGDYSFUNCTION
Verbal IQ-Performance IQ=+8?Factor Scores: Bannatyne
ACID
SIGNIFICANTACADEMIC DISCREPANCY
IQ-Achievement =15
To review: The processTo review: The process the candidate advocate certified professional state administrator GED clinical review
Level 4:Review/Advisory Level 4:Review/Advisory BoardBoard
SummarySummary
Policy Model Form Training Model Review panel Advisory Board Research
Where to get more informationWhere to get more information
GED Homepage: http://gwis2.circ.gwu.edu/~kkid/gedhome.htm
Accommodations in Higher Education Under the American with Disabilities Act(ADA) edited by Gordon & Keiser, 1998.
Training sessions!