Learning Disability Documentation in Higher Education: What Are Students Submitting?

Autor/inn/en	Sparks, Richard L.; Lovett, Benjamin J.
Titel	Learning Disability Documentation in Higher Education: What Are Students Submitting?
Quelle	In: Learning Disability Quarterly, 37 (2014) 1, S.54-62 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0731-9487
DOI	10.1177/0731948713486888
Schlagwörter	Learning Disabilities; Higher Education; Documentation; Educational Diagnosis; Postsecondary Education; Audits (Verification); Related Services (Special Education); Eligibility; Diagnostic Tests; Standardized Tests; Content Analysis; Special Needs Students; College Students; Gray Oral Reading Test; Kaufman Brief Intelligence Test; Kaufman Test of Educational Achievement; Nelson Denny Reading Tests; Oral and Written Language Scales; Stanford Binet Intelligence Scale; Wechsler Adult Intelligence Scale; Wechsler Individual Achievement Test; Wechsler Intelligence Scale for Children; Wide Range Achievement Test; Woodcock Johnson Tests of Achievement; Woodcock Reading Mastery Test + Suchen Sie Ihr Suchwort? Learning handicap; Lernbehinderung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Dokumentation; Pedagogical diagnostics; Pädagogische Diagnostik; Post-secondary education; Tertiäre Bildung; Eignung; Diagnostic test; Diagnostischer Test; Standadised tests; Standardisierter Test; Inhaltsanalyse; Sonderpädagogischer Förderbedarf; Collegestudent; Schulleistung; Test; WIAT; Eignungsprüfung; Eignungstest
Abstract	This study examined the supporting documentation submitted by students with learning disability (LD) diagnoses. The participants were 210 students who were enrolled in a college support program for students with disabilities at a private liberal arts college. Findings showed that although most students submitted a psychoeducational evaluation, fewer than half submitted a complete evaluation that included an IQ test and a complete achievement battery that contained full cluster or composite scores and reported standard scores. Public school evaluators had completed larger numbers of incomplete evaluations than private clinicians. Above 20% of the evaluations had been completed more than 3 to 5 years earlier, and 12% were more than 5 years old. The findings from this study extend conclusions from other investigations to specialized support programs for students with LD, suggesting that the quality of documentation for LD submitted to these programs is often poor. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10