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Accommodating GED Candidates with Learning Disabilities and ADHD: A Pathway to Success

This presentation explores the accommodations available for GED candidates diagnosed with learning disabilities (LD) and Attention Deficit Hyperactivity Disorder (ADHD). It covers essential research, policy development, and the use of Form L-15 for requesting accommodations. The statistics illustrate the historical context of accommodation requests, showcasing increases in demand and the impact of adequate accommodations on passing rates. Key legal frameworks such as ADA are discussed, along with the significance of providing equitable educational opportunities to LD and ADHD candidates.

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Accommodating GED Candidates with Learning Disabilities and ADHD: A Pathway to Success

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  1. ACCOMMODATING ACCOMMODATIONS A bridge to the future for GED candidates with learning disabilities and/or ADHD. GEDTS ©Kathleen Ross-Kidder, Ph.D.

  2. Today’s Agenda: LD/ADHD Research &Accommodations • Welcome! • Overview • Brief Introduction: • research • policy development • Form L-15 • model • resources

  3. GED PILOT RESEARCH

  4. Documentation-1994-5 • Requests for accommodations less that 1%. • 1996-1997 total requests 7,131 • 28% increase in 1997 • Ohio tripled requests for SLD • Virginia doubled. • Only 30%of requests in 1994 had documentation of potential to pass GED. • Less that 10% had measures of educational achievement.

  5. WAIS-R (1994-1995)

  6. WAIS-R(1996-7)

  7. Gender Differences

  8. Correlations with passing GED

  9. Current Research • WAIS-R-III Factor Scores • WAIS-R,III - Academic Achievement • Accommodations- Success on GED • Evaluation of training session-pre/post training of state administrators

  10. GED NORMS • Pass rate set such that 67% of current high school seniors can be expected to pass. • Low average potential to above would be predicted to pass. • IQ predict-=correlations p.<0001

  11. Data base • Overall potential • Significant differences using standard scores • VIQ-PIQ • subtests scores • factor scores • IQ-Achievement • Model-GED pass rate

  12. Comparison of verbal subtests • Information 7.16 • Digit Span 8.00 • Vocabulary 7.22 • Arithmetic 6.70 • Comprehension 9.55 • Similarities 8.35

  13. Nonverbal Subtests • Picture Completion 9.38 • Picture Arrangement 8.44 • Block Design 8.06 • Object Assembly 7.98 • Digit Symbol 7.36

  14. Introducing Form L-15: • define policy • define program • preview video: Accommodating Accommodations!

  15. Legal Issues • ADA, 504, IDEA • Potential to do task • Documented disability • Significantly negatively impacts on one of life’s major activities • least restrictive

  16. FORM-L-15: Form to request accommodations for LD and/or ADHD • Basic Information: Names, center, etc • Documentation • qualifications of professionals • measurement of potential • measurement of information processing • measurement of current achievement • Accommodations requested

  17. Policy Formation Timeline • 1990, ADA • Requests begin • 1996, Introduction • 1996, Fall symposium of experts • 1997, GED request clarity and policy • 1997 Maryland National Panel

  18. Timeline • Policy presented at NASSLN • Review by Departments of Justice and Education for guidance. • Legal review • Addition of Neil Sturomski, Educational specialist, January 1998. • Mini Pilot Training, 1 day: March, 1998

  19. Training begins: September, 1998 • Assessment experts review July 11,1998. • Advocacy experts review July 17, 1998. • State administrators training sessions & certification.

  20. TRAINING SESSIONS • Definition • Legal Issues • Learning Disability/ADHD • Form L-15 • Discrepancy model • Appropriate accommodations • Resourcing!

  21. Accommodations Policy • Clear and transparent as possible! • Consistent! • Encourage outreach! • Bridges to the future! • Research supported

  22. Educational (IDEA) Definition • Average to above average intellectual potential (GED broadly defines as 70 or above. • Information processing dysfunction • Significant discrepancy in academic achievement that is due to information processing dysfunction • Not primarily due to emotional or cultural factors.

  23. Form L-15 • to receive accommodations

  24. THE SCREENING MODEL: LEVEL 1 Information Processing • VIQ-PIQ= 8 or more • Significant factor discrepancy • Bannatyne • ACID Intellectual Potential IQ= 70 or above? Academic Achievement Academic achievement significantly below IQ= 15 points or more? FORM L-15

  25. Process: Level 1 candidate psychologist advocate/teacher/chief administrator state administrator educational specialist

  26. Steps in completing • Get Form L-15 • Gather needed information from psychologists, psychiatrists and/or educators. • Present completed Form L-15 to advocate or GED center administrator. • Form is forwarded to GED state administrator who approves or not approves.

  27. THE MODEL:SUMMARY Level 1 • approval • more information • nonapproval Completed Form L-15 Chief examiner • State administrator Level 2 GED Expert Clinical Review

  28. Process: Level 2:Expert Level 3: Appeals Panel Clinical Review

  29. THE REVIEW MODEL: LEVEL 3 Panel Appeal Clinical Review • Questions about documentation • Candidate’s request for further review • Questions about IQ below 70 • Legal challenge to nonapproval • GEDTS Washington, D.C. Form L-15 and case history from file

  30. The Model INTELLECTUAL POTENTIAL IQ above70? INFORMATION PROCESSING DYSFUNCTION SIGNIFICANT ACADEMIC DISCREPANCY Verbal IQ-Performance IQ=+8? Factor Scores: Bannatyne ACID IQ-Achievement =15

  31. To review: The process • the candidate • advocate • certified professional • state administrator • GED clinical review

  32. Level 4:Review/Advisory Board

  33. Summary • Policy • Model • Form • Training Model • Review panel • Advisory Board • Research

  34. Where to get more information • GED Homepage: http://gwis2.circ.gwu.edu/~kkid/gedhome.htm • Accommodations in Higher Education Under the American with Disabilities Act(ADA) edited by Gordon & Keiser, 1998. • Training sessions!

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