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ACCOMMODATING ACCOMMODATIONS

ACCOMMODATING ACCOMMODATIONS. A bridge to the future for GED candidates with learning disabilities and/or ADHD. GEDTS. ©Kathleen Ross-Kidder, Ph.D. Today’s Agenda : LD/ADHD Research &Accommodations. Welcome! Overview Brief Introduction: research policy development Form L-15 model

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ACCOMMODATING ACCOMMODATIONS

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  1. ACCOMMODATING ACCOMMODATIONS A bridge to the future for GED candidates with learning disabilities and/or ADHD. GEDTS ©Kathleen Ross-Kidder, Ph.D.

  2. Today’s Agenda: LD/ADHD Research &Accommodations • Welcome! • Overview • Brief Introduction: • research • policy development • Form L-15 • model • resources

  3. GED PILOT RESEARCH

  4. Documentation-1994-5 • 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.

  5. WAIS-R (1994-1995)

  6. WAIS-R(1996-7)

  7. Gender Differences

  8. Correlations with passing GED

  9. Current 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

  10. GED 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

  11. Data base • Overall potential • Significant differences using standard scores • VIQ-PIQ • subtests scores • factor scores • IQ-Achievement • Model-GED pass rate

  12. Comparison of verbal subtests • Information 7.16 • Digit Span 8.00 • Vocabulary 7.22 • Arithmetic 6.70 • Comprehension 9.55 • Similarities 8.35

  13. Nonverbal Subtests • Picture Completion 9.38 • Picture Arrangement 8.44 • Block Design 8.06 • Object Assembly 7.98 • Digit Symbol 7.36

  14. Introducing Form L-15: • define policy • define program • preview video: Accommodating Accommodations!

  15. Legal Issues • ADA, 504, IDEA • Potential to do task • Documented disability • Significantly negatively impacts on one of life’s major activities • least restrictive

  16. FORM-L-15: Form to request accommodations 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

  17. Policy Formation Timeline • 1990, ADA • Requests begin • 1996, Introduction • 1996, Fall symposium of experts • 1997, GED request clarity and policy • 1997 Maryland National Panel

  18. Timeline • 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

  19. Training begins: September, 1998 • Assessment experts review July 11,1998. • Advocacy experts review July 17, 1998. • State administrators training sessions & certification.

  20. TRAINING SESSIONS • Definition • Legal Issues • Learning Disability/ADHD • Form L-15 • Discrepancy model • Appropriate accommodations • Resourcing!

  21. Accommodations Policy • Clear and transparent as possible! • Consistent! • Encourage outreach! • Bridges to the future! • Research supported

  22. Educational (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.

  23. Form L-15 • to receive accommodations

  24. THE SCREENING MODEL: LEVEL 1 Information Processing • VIQ-PIQ= 8 or more • Significant factor discrepancy • Bannatyne • ACID Intellectual Potential IQ= 70 or above? Academic Achievement Academic achievement significantly below IQ= 15 points or more? FORM L-15

  25. Process: Level 1 candidate psychologist advocate/teacher/chief administrator state administrator educational specialist

  26. Steps 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.

  27. THE MODEL:SUMMARY Level 1 • approval • more information • nonapproval Completed Form L-15 Chief examiner • State administrator Level 2 GED Expert Clinical Review

  28. Process: Level 2:Expert Level 3: Appeals Panel Clinical Review

  29. 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

  30. The Model INTELLECTUAL POTENTIAL IQ above70? INFORMATION PROCESSING DYSFUNCTION SIGNIFICANT ACADEMIC DISCREPANCY Verbal IQ-Performance IQ=+8? Factor Scores: Bannatyne ACID IQ-Achievement =15

  31. To review: The process • the candidate • advocate • certified professional • state administrator • GED clinical review

  32. Level 4:Review/Advisory Board

  33. Summary • Policy • Model • Form • Training Model • Review panel • Advisory Board • Research

  34. Where 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!

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