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Volume 16, Number 1
Fall 2002
(Back to main JPED page)
How Much Time?: A Review of the Literature
on Extended Test Time for Postsecondary Students with Learning Disabilities
Nicole S. Ofiesh & Charles A. Hughes
Abstract: One ongoing dilemma with the accommodation
of extended test time is how much time to provide. Due to a dearth
of research to help disability service providers with this decision,
a review of the literature on extended test time for postsecondary
students with learning disabilities (LD) was conducted to (a) inform
service providers about the results of several studies on extended
test time, (b) determine if a certain amount of extended test time
was typically used by participants with LD, and (c) identify research
variables from the studies that could account for differences in
the amounts of time use. A search resulted in seven studies that
included reports of time use. The average time use in most studies
ranged from time and one-half to double time. Differences in results
based on type of postsecondary setting, test conditions and test
instruments are discussed, and recommendations are offered to guide
the decision-making process on how much additional time to provide.
Diagnosing Learning Disabilities in Community
College Culturally and Linguistically Diverse Students
Deborah Shulman
Abstract: The difficulty of determining if
a student’s learning difficulties are the results of learning
disabilities or issues related to cultural and linguistic diversity
(CLD), often causes problems when individuals are referred for
a learning disability assessment. This article discusses the many
issues related to assessment of adults in community colleges from
cultural and linguistically diverse backgrounds and presents an
adapted LD Symptomology checklist that can assist ESL instructors
in making appropriate referrals. Due to a shortage of qualified
bilingual diagnosticians who can determine eligibility for community
college learning disability service most assessments of CLD students
are performed in English, making administration of an adult language
proficiency test crucial. Given the data from a language proficiency
test, the administration and interpretation of standardized cognitive
tests must be accurately and fairly assessed to be as unbiased
and culturally neutral as possible. The article concludes with
a discussion of test selection and dynamic assessment techniques
that are particularly appropriate for this population.
Intervention Practices in Adult Literacy
Education for Adults with Learning Disabilities
David Scanlon & B. Keith Lenz
Abstract: Adult literacy education is increasingly
focused on preparing adults with literacy skills for the world
of work. Assumptions about how this goal is being met should be
made with caution, given that adult education also serves other
goals, adult educators have diverse training, and many adult students
are presumed to have learning disabilities (LD) and histories
of not benefiting from literacy interventions. Adult educators
from around the nation were surveyed on what literacy areas they
address and what interventions and materials they use for adults
with LD. Analyses of the responses indicate trends in the nature
of interventions used.
Book Review - Dyslexia & Effective Learning
in Secondary & Tertiary Education.
David R. Parker
Summary: This book describes more recent efforts
in the U.K. to define dyslexia and provide inclusive instruction
to adolescents and adults with this disability. The book’s
purpose is to enhance students’ transitions through secondary
and tertiary (including “further education,” akin
to community and technical colleges in the U.S., and higher education,
or universities) services by promoting dialogue between professionals
in all three sectors. This challenge is one without borders that
disability professionals in many countries will appreciate.
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