Demystifying Academic Accommodations for Students with Disabilities

1. Demystifying Academic Accommodations for Students with Disabilities Alice Rushing, MASc, C.Psych Assoc. Ontario Academic Advising Professionals Conference University of Waterloo June 26, 2015

2. Academic Accommodations • Academic Accommodations – Include extended time to complete tests and exams, a quiet setting, use of technology within testing situations • Interim Accommodations are determined by a clinical interview, in addition to pre-screening measures, which provide enough data to validate interim accommodations being put in place while a complete psycho-educational assessment is pursued

3. Learning Disability Definition of a Learning Disability • A variety of disorders that affect the acquisition, retention, understanding, organization or use of verbal and/or non-verbal information. These disorders result from impairments in one or more psychological processes related to learning, in combination with otherwise average abilities essential for thinking and reasoning Learning Disabilities Association of Ontario (LDAO)

4. The Psycho-Educational Assessment There are four main components of a complete psycho educational assessment report. They include: • Cognitive Abilities – Expressed in terms of an IQ score and is essentially the way we problem solve with information we are presented with. This ability is assessed in both the verbal and nonverbal domains.

5. The Psycho-Educational Assessment Achievement Skills • These are the school-based skills including reading, written language and math, which are assessed in the three areas of skill, application and fluency.

6. The Psycho-Educational Assessment Socio-Emotional Functioning • A complete assessment examines the other realms of an individual’s profile, which may include difficulties with attention/concentration, anxiety, depression or personality disorders. • The individual’s level of functioning across this domain may greatly impact the process of learning and as a result, achievement.

7. Diagnosing Learning Disorders • Learning disorders are diagnosed when the individual’s achievement as measured by individually administered standardized tests are substantially below those expected given the individual’s chronological age, education and measured cognitive abilities. • A variety of statistical approaches can be used to establish that a discrepancy is significant. Substantially below is usually defined as a discrepancy of 1.5 standard deviations or greater between intellectual (or cognitive) ability and scores on achievement or information processing tests.

8. Specific Learning Disabilities • Mathematics Disorders • Disorder of Written Expression • Expressive and Receptive Language Disorders • Processing Speed Deficits – refer to significantly low cognitive fluency

9. ADHD – Attention-Deficit/Hyperactivity Disorder • The essential feature of Attention-Deficit/Hyperactivity Disorder is characterized by a persistent pattern of inattention and/or hyperactivity-impulsivity that is more frequent and severe than is typical for individuals at a comparable level of development. By persistent – this pattern must be present before 7 years of age and evident across settings (ie school and home). DSM-IV (Diagnostic and Statistical Manual of Mental Disorders – Fourth Edition): Three Subtypes • Attention-Deficit/Hyperactivity Disorder, Predominantly Inattentive Type • Attention-Deficit/Hyperactivity Disorder, Predominantly Hyperactive-Impulsive Type • Attention-Deficit/Hyperactivity Disorder, Combined type

10. ADHD • Inattention refers to difficulty in shifting and sustaining focus of attention, failure to give close attention to details and difficulty following through on requests and completing tasks. • Hyperactivity is characterized by restlessness, the sensation of being driven by a motor, being constantly on the go and difficulty engaging in quiet sedentary activities.

11. ADHD • Impulsivity essentially is the inability to stop and think – to control impulses and consider alternatives. Impulsivity is often characterized by impatience, difficulty waiting one’s turn and risk-taking behaviours. • All types may greatly affect the ability to manage time, organize activities and effectively process and store incoming information.

12. Autism Spectrum Disorders • ASD without intellectual or language impairment (formally “Asperger’s Disorder”) • Significantly impacts peer relationships (group work) • Self-advocacy abilities weak (unable to seek help when needed) • Heightened anxiety in social situations • Weak self-management (organization, independence)

13. Mental Health Diagnoses ANXIETY DISORDERS: • Generalized Anxiety Disorder • Social Anxiety Disorder (Performance) • Panic Disorder DEPRESSIVE DISORDERS: • Major Depressive Disorder • Persistent Depressive Disorder (Dysthymia)

14. Academic Impact • Mental Health issues can have significant impact on academic functioning • Unpredictable changes in mood/well-being • Lowered processing and memory impairments • Side-effects of medications • Acute anxiety/panic related to performance situations (test taking)

15. The Psycho-Educational Assessment Recommendations • This section of the report is a valuable tool • Specific recommendations made by the clinician are critical in determining the most appropriate and valid academic accommodations • Strategies and study approaches are also outlined in this section of the report.

16. DISABILITY ADHD Difficulties with maintaining focus of attention and organizing thoughts and ideas when problem solving ACCOMMODATIONS A quiet setting for writing tests and exams Extended time to allow for controlled breaks to refocus attention Use of computer to assist with organizing ideas in writing Bridging the Gap

17. DISABILITY Processing Speed Disorder ACCOMMODATIONS Extended time on tests and exams 15min/hr, 20 min/hr or 30 min/hr Often specified by clinician Bridging the Gap

18. DISABILITY Learning Disabilities i.e., Communication based disabilities including Written Language Disorders ACCOMMODATION Use of computer for essay-style questions Use of adaptive writing software: “TextHELP” Extended time to express ideas in writing Bridging the Gap

19. DISABILITY Learning Disabilities Reading Disorders, either visually or phonologically based ACCOMMODATION Use of adaptive text-to-voice software: Kurzweil 3000 to support the reading demands of exam writing Bridging the Gap