In the Nick of Time: A Pan-Canadian Examination of Extended Testing Time Accommodation in Post-secondary Schools
DOI :
https://doi.org/10.15353/cjds.v6i1.332Mots-clés :
Post-secondary, Disabilities, Accommodations, Extended timeRésumé
Extended testing time accommodation (ETTA) is the most common accommodation assigned to post-secondary students with disabilities. We examined data on the processes of providing and monitoring the use of ETTA at 48 Canadian post-secondary institutions who provided accommodations to over 43,000 students with disabilities in every province in Canada. Findings indicated that students with learning disabilities were the most likely to be allocated ETTA. The most common duration of ETTA by far was 150% of the standard testing time provided to other students, and was typically assigned in over 70% of cases-- despite there being no valid empirical evidence to support this practice. In almost half of the institutions following this practice, this duration of ETTA was typically awarded upon intake based on guidelines, policies, or the belief that research exists to support this procedure, and in over 40% of these institutions there were no procedures in place for monitoring and modifying ETTA allowances once assigned. There was evidence of some exemplary practices in terms of the decision-making processes that went into determining and monitoring individual student’s ETTA durations. However, concerns were raised in some cases by the rationales for providing specific durations of ETTA, and by the lack of monitoring that together comprised ‘blanket’ accommodations.
Références
American Psychiatric Association (APA). (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Washington, DC: Author.
Americans with Disabilities Act of 1990. Public Law 101-336. 108th Congress, 2nd session (July 26, 1990). Retrieved from http://finduslaw.com/americans-disabilities-act-1990-ada-42-us-code-chapter-126
Association for University and College Counseling Centre Directors [AUCCCD] (2014). Association for University and College Counseling Centre Directors Annual Survey. Retrieved May 17, 2015 from
http://www.aucccd.org/assets/documents/2014_aucccd_monograph-publicpdf.pdf
Beauchamp-Pryor, K. (2012). From absent to active voices: Securing disability equity within higher education. International Journal of Inclusive education, 16(3), 283- 295.
Brown, T., Reichel, P. & Quinlan, D. (2011). Extended time improves reading comprehension test scores for adolescents with ADHD. Open Journal of Psychiatry, 1, 79-87. doi:10.4236/jsemat.2011.13012
Brinckerhoff, L. C., & Banerjee, M. (2007). Misconceptions regarding accommodations on high-stakes tests: Recommendations for preparing disability documentation for test takers with learning disabilities. Learning Disabilities Research & Practice, 22(4), 246-255. doi: 10.1111/j.1540-5826.2007.00253.x
Brinckerhoff, L. C., Shaw, S. F., & McGuire, J. M. (1992). Promoting access, accommodations, and independence for college students with learning disabilities. Journal of Learning Disabilities, 25, 417–429. doi:10.1177/002221949202500702
Canadian Human Rights Act (R.S.C., 1985, c. H-6). Retrieved from http://laws-lois.justice.gc.ca/eng/acts/h-6/
Cahalan-Laitusis, C., King, T. C., Cline, F., & Bridgeman, B. (2006). Observational timing study on the SAT Reasoning test for test-takers with learning disabilities and/or ADHD, (Research Report 2006-4). New York, NY: College Board. doi: 10.1002/j.2333-8504.2006.tb02029.x
Castrodale, M.A., (2015) Examining The Socio-spatial Knowledge(s) Of Disabled And Mad Students In Higher Education. Electronic Thesis and Dissertation Repository. Paper 3229. Retrieved from http://ir.lib.uwo.ca/cgi/viewcontent.cgi?article=4601&context=etd
Creswell, J. W. (2007). Qualitative inquiry and research design: Choosing among five approaches (2nd ed.). Thousand Oaks, CA: Sage.
Coulter, D. (2009). Policy and goals for the future for individuals with neurodevelopmental disabilities. In M. Shevell (Ed.), Neurodevelopmental disabilities: Clinical and scientific foundations (pp. 50-78). London, England: MacKeith Press.
Elliott, S. N., & Marquart, A. M. (2004). Extended time as a testing accommodation: Its effects and perceived consequences. Exceptional Children, 70, 349–367. doi: 10.1177/001440290407000306
Fuchs, L. S., & Fuchs, D. (2001). Helping teachers formulate sound test accommodation decisions for students with learning disabilities. Learning Disabilities Research & Practice, 16, 174-181. dio:10.1111/0938-8982.00018
Gilson, S. F., & DePoy, E. (2002). Theoretical approaches to disability content in social work education. Journal of Social Work Education, 38(1), 153–165.
Hahn, H. (1994). The minority group model of disability: Implications for medical sociology. Research in the Sociology of Health Care, 11, 3–24.
Holzer, M., Madaus, J., Bray, M., & Kehle, T. (2009). The test-taking strategy intervention for college students wit learning disabilities. Learning Disabilities Research and Practice, 24(1), 44-56. doi: 10.1111/j.1540-5826.2008.01276.x
Katrari, s. (2015). Examining ableism in higher education through social dominance theory and social learning theory. Innovative Higher Education, 40(5), 375-386.
Lewandowski, L. J., Cohen, J., & Lovett, B. (2013) Effects of extended time allotments on reading comprehension performance of college students with and without learning disabilities. Journal of Psychoeducational Assessment, 31, 326-336. doi:0.1177/0734282912462693
Lewandowski, L., Lovett, L., Parolin, R., Gordon, M., & Codding, R. (2007). Extended time accommodations and the mathematics performance of students with and without ADHD. Journal of Psychoeducational assessments, 25, 17-28. doi: 10.1177/0734282906291961
Lewandowski, L. J., Lovett, B. J., & Rogers, C. L. (2008). Extended time as a testing accommodation for students with reading disabilities: Does a rising tide lift all ships? Journal of Psychoeducational Assessment, 26, 315–324. doi: 10.1177/0734282908315757
Lindstrom, J. H. (2010). Mathematics assessment accommodations: Implications of differential boost for students with learning disabilities. Intervention in School and Clinic, 46(1), 5-12. doi:10.1177/1053451210369517
Lovett, B. J. (2010). Extended time testing accommodations for students with disabilities: Answers to five fundamental questions. Review of Educational Research, 80, 611–638. doi: 10.3102/0034654310364063
Lovett, B. J. (2011). Extended time testing accommodations: What does the research say? NASP Communique, 39(8), 1-5.
Lovett, B., & Leja, A. (2013). Students’ perceptions of testing accommodations: What we know, what we need to know, and why it matters. Journal of Applied School Psychology, 29, 72-89. doi: 10.1080/15377903.2013.751477
Lovett, B. & Leja, A. (2015). ADHD symptoms and benefit from extended time testing accommodations. Journal of Attention Disorders, 19(2), 167-172. dio:10.1177/1087054713510560
Lovett, B. & Lewandowski, L. (2015). Testing accommodations for students with disabilities: Research-based practice. Washington, DC: American Psychological Association.
Medina, J. (2000). Classroom testing accommodations for postsecondary students with learning disabilities: The empirical gap. Dissertation. Abstracts International, 60, 2372.
Messinger-Willman, J., & Marino, M. (2010). Universal design for learning and assistive technology: Leadership considerations for promoting inclusive education in today’s secondary schools. NASSP Bulletin, 94(1), 5-16.
Miller, L., Lewandowski, L. & Antshel, K. (2015). Effects of extended time for college students with and without ADHD. Journal of Attention Disorders, 19(8), 678-686. doi:10.1177/1087054713483308
Ofiesh, N., & Hughes, C. (2002). How much time? A review of the literature on extended test times for post secondary students with disabilities. Journal of Postsecondary Education and Disability, 6, 2-16.
Pariseau, M., Fabiano, G., Marsetti, G., Hart, K., & Pelham, W. (2010). Extended time of academic assignments: Does increased time lead to improved performance for children with attention/deficit-hyperactivity disorder? School Psychology Quarterly, 25, 236-248. doi: 10.1037/a0022045
Raue, K., & Lewis, L. (2011). Students with disabilities at degree-granting postsecondary institutions: First look (NCES 2011-018). Washington, DC: U.S. Department of Education, National Centre for Education Statistics.
Rose, D., Meyer, A., & Hitchcock, C. (2005). The universally designed classroom: Accessible curriculum and digital technologies. Cambridge, MA: Harvard Education Press.
Runyan, M. K. (1991). The effect of extra time on reading comprehension scores for university students with and without learning disabilities. Journal of Learning Disabilities, 24, 104- 108. doi: 10.1177/002221949102400207
Sidanius, J., Pratto, F., Laar, C. V., & Levin, S. (2004). Social dominance theory: Its agenda and method. Political Psychology, 25, 845–880.
Sireci, S., Scarpati, S., & Li, S. (2005). Test accommodations for students with disabilities: An analysis of the interaction hypothesis. Review of Educational Research, 75, 457- 490. doi:10.3102/00346543075004457
Sokal, L. (2016). Five windows and a locked door: University accommodation responses to students with anxiety disorders. The Canadian Journal for the Scholarship of Teaching and Learning,(1)7, Article 10. Retrieved from http://ir.lib.uwo.ca/cjsotl_rcacea/vol7/iss1/10
Sokal, L. & Desjardins, N. (2016). What students want you to know: Supporting success in our students with anxiety disorders. Journal of Excellence in College Teaching, 27(3).
Sokal, L. & Vermette, L. (in press). Double time? Examining extended time testing accommodations (ETTA) in post-secondary settings. The Journal of Postsecondary Education and Disability.
Stretch, L.S. & Osborne, J.W. (2005). Extended time test accommodation: Directions for future research and practice. Practical Assessment, Research & Evaluation, 7, 1-6.
Thompson, S., Blount, A., & Thurlow, M. (2002). A summary of research on the effects of test accommodations: 1999 through 2001. NECK Technical Report 34. Retrieved from http://www.cehd.umn.edu/nceo/onlinepubs/Technical34.htm
Vickerman, P. & Blundell, M. (2010). Hearing the voices of disabled students in higher education. Disability & Society, 25(1), 21-32.
Walls, N.E. (2005). Modern forms of prejudice in the social dominance theoretical framework: Positively valenced attitudes as hierarchy-enhancing legitimizing myths (Doctoral dissertation). Retrieved from http:// etd. nd. edu/ ETD-db/ theses/ available/ etd-07132005-170304/
Zola, I. K. (1989). Toward the necessary universalizing of a disability policy. Milbank Quarterly, 67(2), 401–428.
Zuriff, G. (1997). Accommodations for test anxiety under ADA? Journal of American Psychiatric Law, 25(2), 197-206.
Téléchargements
Publié-e
Comment citer
Numéro
Rubrique
Licence
There are no article processing or submission charges for CJDS authors.
Author(s) are not required to assign their copyright in and to their article to the Canadian Journal of Disability Studies. Instead, The CJDS asks for one-time rights to print this original work.
All articles in the journal are assigned a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0) license.
Authors are asked to contact the journal Editor if they wish to post the article on any website; translate or authorize a translation of the article; copy or otherwise reproduce the article, in any format, beyond what is permitted under Canadian copyright law, or authorize others to do so; copy or otherwise reproduce portions of the article, including tables and figures, beyond what is permitted under Canadian copyright law, or authorize others to do so.
Contacting the Editor will simply allow us to track the use and distribution of your article. We encourage use for non-commercial, educational purposes.
Authors must provide proof of permission clearance prior to the publication of their work if they are including images or other materials that are not their own. Keep in mind that such clearance can at times be costly, and often takes time. The journal editor can often work with you to seek permissions if you need information, advice or assistance.