NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1019345
Record Type: Journal
Publication Date: 2013-Dec
Pages: 20
Abstractor: As Provided
Reference Count: 54
ISBN: N/A
ISSN: ISSN-0829-5735
Documenting Disabilities in Postsecondary Settings: Diagnosticians' Understanding of Legal Regulations and Diagnostic Standards
Harrison, Allyson G.; Lovett, Benjamin J.; Gordon, Michael
Canadian Journal of School Psychology, v28 n4 p303-322 Dec 2013
Increasing numbers of students with learning disability and attention deficit/hyperactivity disorder (ADHD) diagnoses are applying for accommodations in postsecondary education and employment settings. However, students' documentation of these conditions is often substandard. One possible reason for this is that clinicians have failed to apply proper criteria when determining disability status. We surveyed 119 clinicians who diagnosed these conditions in students applying for accommodations to determine clinician levels of knowledge about appropriate diagnostic and legal standards. We found weak clinician knowledge on certain key issues, including the meaning of functional impairment and understanding of the different laws governing academic accommodation of children versus adults. The average respondent's score on a 30-item true/false questionnaire was only 69% correct. Implications of these results for practice and future research are discussed.
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Publication Type: Journal Articles; Reports - Research
Education Level: Postsecondary Education; Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Canada