Browsing by Subject "Learning Disorders"
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Item College Students with Learning Disabilities in Mathematics : Are They Struggling to Achieve in the Postsecondary Education Setting(2005-05-03) Featherston, Larry Wayne; Vash, BobbieAccording to the U.S. Department of Education (2002), there are approximately 1,669,000 students with disabilities at the postsecondary educational setting. Of these, 29.4% have an orthopedic or mobility impairment, 17.1% have a mental illness, 15.1% have a systemic illness or impairment, 11.9% have a visual or hearing impairment, 6.4% have attention deficit/hyperactivity disorder, and 5.0% have a learning disabilities. While there are approximately 75,000 with learning disabilities or attention deficit/hyperactivity disorder, current research has focused on students with learning disabilities as a homogenous group. There is limited research on how well students with learning disabilities in mathematics achieve academic success at the postsecondary level. This study will examine academic achievement scores for a group of 70 college students with diagnosed learning disabilities in mathematics attending a south-central, public, four-year university between 2000 and 2004. Using an ex post facto or retrospective study design for Phase I of the study, students with learning disabilities in mathematics will be compared to the universities general undergraduate student population. Analysis will also be conducted to determine if differences exist between students with only a mathematics disorder and those with mathematics and additional learning disabilities. Relationships will be examined between (a) demographic characteristics (age, gender, and race), (b) overall college Grade Point Average, (c) overall math course Grade Point Average, and (d) ACT Composite and ACT Math scores. Qualitative and quantitative methods of data gathering will be used as a follow-up to help explain and give meaning to the initial results in Phase I. This study will also examine and compare the convergent and discriminate validity of the Self-Efficacy Scale (SES) and the Social Adjustment Scale II (SAS-II).Item Extended Time as a Testing Accommodation for Students with Disabilities(2014-12-22) Jennings, Caroline R.; Stavinoha, Peter L.; Silver, Cheryl H.; Holland, Alice A.The most commonly requested, and most frequently granted, testing accommodation is extended time. However, the literature concerning the utility, fairness, and students’ perceptions of extended time as a testing accommodation for students with disabilities is lacking and inconclusive. Existing research has focused on K-12, as well as college and graduate level, students with the majority of students diagnosed with learning disabilities. Some data suggest a benefit of extended time for students with disabilities; however, the majority of data suggest a benefit to all students regardless of disability status. As requests for extended time increase, there is growing concern regarding the fairness of extended time as a testing accommodation. Additionally, students’ perceptions and feelings regarding extended time as a testing accommodation vary greatly. In addition to a summary of these relevant issues, areas for future research are presented to inform clinical practice and ensure that educators, policy makers, and practitioners are meeting the rehabilitative and academic needs of students with disabilities.Item [News](1972-09-22) Fenley, Bob; Weeks, JohnItem Use of the Intermediate Category Test in Arithmetic Disability Subtypes(2005-05-11) Nyberg, Timothy Jacob; Silver, Cheryl H.The Intermediate Category Test (ICT) is a test of nonverbal reasoning and executive functioning, but its single general score may be difficult to interpret in the context of a particular clinical case. In this study, the ICT was applied to groups of subjects with very specific cognitive impairments, so that what is known about those groups, along with patterns of performance on the ICT, might help describe what the ICT measures in greater detail. The convergent and divergent validity of the ICT was examined using archival data from 81 children with arithmetic learning disabilities. Children were divided into groups based on the presence (n=55) or absence (n=26) of a comorbid verbal learning disability. All children were given the ICT, Wechsler Intelligence Scale for Children-Revised, Wide Range Achievement Test-R, Wide Range Assessment of Memory and Learning, Wisconsin Card Sorting Test, Kaufman Assessment Battery for Children Matrix Analogies subtest, and Trail Making Test. A variance test revealed that subtests I and II do not contribute significantly to variance in the ICT. Factor analysis demonstrated different factor structures for children with and without comorbid verbal disabilities. A factor composed of subtests IV, V and VI, and a second factor composed of subtests III and IV was present in children with isolated arithmetic learning disability, with only subtests III and VI strongly related to nonverbal abstract reasoning. In contrast, two ICT factors in children with a combined-type learning disability were composed of subtests V and VI, and III and IV, respectively. None of these factors had strong relationships with measures of nonverbal reasoning, although subtests V and VI were significantly related to arithmetic achievement.