Students with disabilities often take tests using extended-time accommodations. These accommodations aim to reduce the impact of the students’ disability on their scores so students can show their true academic potential. The hope is that this will then reduce anxiety during testing, but this may or may not actually occur. In this presentation, presenters explain results from current research on students' perceptions of extended-time accommodations and the factors influencing whether students choose to utilize their approved accommodations.
ACCOMMODATIONS: Identify the critical elements in a disability document that will support the accommodation requests for students with learning disabilities.
RESEARCH: Examine research findings and implications for practice relevant to students with dyslexia and other language learning disabilities.
TEACHING/INSTRUCTION/INTERVENTION: Recognize the challenges facing students with learning or attentional challenges with respect to transitioning to college.
Department of Educational Psychology (School Psychology), University of Georgia
Associate Professor/Co-Director, Graduate Certificate in Dyslexia,
University of Georgia, Department of Communication Sciences & Special Education
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