Are Learning Interaction or Assessment Accommodation Implementation Critical in Improving the Learning Performance for College Students with Special Needs?

Li Ju Chen

Abstract


This study intended to identify if assessment accommodation or learning interaction are correlated with improving the students’ learning performance. A questionnaire was administered to 288 Taiwanese college students with disabilities. The students were split into three groups: sensory special learning needs, physical special learning needs, and cognitive special learning needs. The study found that: (1) Various assessment accommodations were needed by the students with sensory and cognitive special learning needs. However, these accommodations were not critical for improving students’ learning performance. (2) Learning interaction with teachers for assessment was the most critical correlated element for improving learning performance among students with special learning needs. Based on the research findings, assessment practices and further research implication are proposed.

https://doi.org/10.26803/ijlter.18.9.7


Keywords


assessment accommodation, assessment modification, college students with learning needs, learning performance

Full Text:

PDF

References


Babbitt, B. C., & White, C. M. (2002). R U ready? Helping students assess their readiness for postsecondary education. Teaching Exceptional Children, 35(2), 62–66. https://doi.org/10.1177/004005990203500209

Bolt, S. E., & Thurlow, M. L. (2004). Five of the most frequently allowed testing accommodations in state policy. Remedial & Special Education, 25(3), 141–152.

https://doi.org/10.1177/07419325040250030201

Brock, M. E., Biggs, E. E., Carter, E. W., Cattey, G. N., & Raley. K. S. (2016). Implementation and generalization of peer support arrangements for students with severe disabilities in inclusive classrooms. Journal of Special Education, 49(4), 221–232. https://doi.org/10.1177/0022466915594368

Carter, E. W., Trainor, A. A., Sun, Y., & Owens, L. (2009). Assessing the transition related strengths and needs of adolescents with high–incidence disabilities. Exceptional Children, 76(1), 74–94. https://doi.org/10.1177/001440290907600104

Carter, E. W., Moss, C. K., Asmus, J., Fesperman, E., Cooney, M., Brock, M. E., Lyons, G., Huber, H. B., & Vincent, L. B. (2015). Promoting inclusion, social connections, and learning through peer support arrangements. Teaching Exceptional Children, 48(1), 9–18. https://doi.org/10.1177/0040059915594784

Carter, E. W., Gustafson, J. R., Sreckovic, M. A., Steinbrenner, J. R., Pierce, N. P., Bord, A., Stabel, A., Rogers, S., Czerw, A., & Mullins, T. (2017). Efficacy of peer support interventions in general education classrooms for high school students with autism spectrum disorder. Remedial & Special Education, 38(4), 207–221. https://doi.org/10.1177/0741932516672067

Chen, L. J. (2008). A study of the levels of living difficulty and supportive resource. Use for college students with disabilities. Bulletin of Special Education, 33, 25–54.

Chiu, S. C. (2001). The coping strategies of regular classroom teachers for the students with special needs. In the theory & practice of remedial teaching (pp. 108–194). Taiwan National Kaohsiung Normal University Special Education Center (Ed.).

Cho, H. J., & Kingston, N. (2013). Why IEP teams assign low performers with mild disabilities to the alternate assessment based on alternate achievement standards. Journal of Special Education, 47(3), 162–174. https://doi.org/10.1177/0022466911435416

Chuang, S. C., Hsieh, Y. W., & Chu, M. C. (2010). The similarities and differences of the assessment accommodations for students with disabilities between the United States and Taiwan. Journal of Special Education &Assistive Technology, 5, 38–43.

Cressman, M. N., & Liljequist, L. (2012). The effect of grade norms in college students: Using the Woodcock–Johnson Tests of Achievement. Journal of Learning Disabilities, 47(3), 271–278. https://doi.org/10.1177/0022219412461052

Davis, H. T. P. (2010). Accommodating EBD: Do assessment accommodations reflect low expectations for students with EBD? Lynchburg, VaVA.: Liberty University. Retrieved from http://files.eric.ed.gov/fulltext/ED510080.pdf

Elliott, S. N., McKevitt, B. C., & Kettler, R. J. (2002). Test accommodations research and decision making: The case of good scores being highly valued but difficult to achieve for all students. Measurement and Evaluation in Counselling & Development, 35, 153–166.

Examination Service Regulation for Student with Disabilities of 2012, Taiwan, §§1010133145C 1400 et seq.

Fuchs, L. S., Fuchs, D., Eaton, S. B., & Hamlett, C. (2000). Using objective data sources to enhance teacher judgments about test accommodation. Exceptional Children, 67(1), 67–81. https://doi.org/10.1177/001440290006700105

Horowitz, S. H., Kaloi, L., & Petroff, S. (2007). Transition to kindergarten. Policy implications for struggling learners and those who may be at risk for learning disabilities. New York, NY: National Center for Learning Disabilities.

Individuals with Disabilities Education Act (IDEA) of 2004, P. L.108–446, 20 U.S.C. §§1400 et seq.

Jordan, A. S. (2009). Appropriate accommodations for individual needs allowable by state guidelines. ProQuest LLC, Dissertation, Cincinnati, OH: University of Cincinnati.

Lin, K.T., Lo, C. S., & Chiu, C. Y. (2008). The study of suspending schooling and leaving school for college student with special needs in Taiwan. Bulletin of Eastern Taiwan Special Education, 10, 1–19.

Mamiseishvili, K., & Koch, L. C. (2011). First–to–second–year persistence of students with disabilities in secondary institutions in the United States. Rehabilitation Counselling Bulletin, 54(2), 93–105. https://doi.org/10.1177/0034355210382580

McMenamin, M. M., & Zirke, P. A. (2003). OCR rulings under section 504 and the Americans with Disabilities Act: Higher education student cases. Journal on Postsecondary Education & Disability, 16, 55–62.

Milson, A., & Hartley, M. A. (2005). Assisting students with learning disabilities transitioning to college: What school counsellors should know? Professional School Counselling, 8, 436–441.

Prater, M. A., Redman, A. S., Anderson, D., & Gibb, G. S. (2014). Teaching adolescent students with learning disabilities to self–advocate for accommodations. Intervention in School & Clinic, 49, 298–305.

Repetto, J. B., McGorray, S. P., Wang, H., Podmostko, M., Andrews, W. D., Lubbers, J., & Gritz, S. (2011). The high school experience: What students with and without disabilities report as they leave school. Career Development for Exceptional Individuals, 34(3), 142–152. https://doi.org/10.1177/0885728811414699

Richter, S., & Test, D. (2011). Effects of multimedia social stories on knowledge of adult outcomes and opportunities among transition–Aged youth with significant cognitive disabilities. Education and Training in Autism and Developmental Disabilities, 46, 410–442.

Rous, B., Hallam, R., McCormick, K., & Cox, M. (2010). Practices that support the transition to public preschool programs: Results from a national survey. Early Childhood Research Quarterly, 25(1), 17–32. https://doi.org/10.1016/j.ecresq.2009.09.001

Schutz, P. F. (2002). Transition from secondary to postsecondary education for students with disabilities: An exploration of the phenomenon. Journal of College Reading & Learning, 33(1), 46–61. doi:10.1080/10790195.2002.10850136

Sheu, T. W., Shaow, C. T., Wu, S. S., Lin, H. Y., & Chen, T. Y. (2002). The adjustment of campus life among university and college students with disabilities. Journal of Special Education, 16, 159–198.

Spenceley, L. M., & Wheeler, S. (2016). The use of extended time by college students with disabilities. Journal of Postsecondary Education & Disability, 29, 141–150 Summers, J. A., White, G. W., Zhang, E., & Gordon, J. M. (2014). Providing support to postsecondary students with disabilities to request accommodations: A framework for intervention. Journal of Postsecondary Education & Disability, 37, 245–260.

Sun, J. C. Y., & Wu, Y. T. (2016). Analysis of learning achievement and teacher–student interactions in flipped and conventional classrooms. International Review of Research in Open & Distributed Learning, 17(1), 79–99. https://doi.org/10.19173/irrodl.v17i1.2116


Refbacks

  • There are currently no refbacks.


e-ISSN: 1694-2116

p-ISSN: 1694-2493