NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ819622
Record Type: Journal
Publication Date: 2008
Pages: 14
Abstractor: As Provided
Reference Count: 36
ISBN: N/A
ISSN: ISSN-0829-5735
Investigating the Quality of Learning Disability Documentation Provided by Students in Higher Education
Harrison, Allyson G.; Nichols, Eva; Larochette, Anne-Claire
Canadian Journal of School Psychology, v23 n2 p161-174 2008
Students with specific learning disabilities (LDs) must present documentation of their disability to receive academic supports and services at the postsecondary level. The purpose of this study is to examine the quality of disability documentation being provided by students entering postsecondary education in a Canadian setting and, in doing so, to better evaluate the quality of diagnostic protocols in elementary and secondary school. Disability documentation provided by 247 students applying to receive academic supports was examined at three postsecondary institutions in Ontario. Results indicate that only half of students provided documentation including a psychological report, with the remainder providing either no documentation or school-based identification protocols. Most documentation was incomplete and did not include a clear diagnostic statement, indicating problems with the disability documentation provided by students with LDs in Ontario. Recommendations for improvement of documentation and diagnostic practices at the elementary and secondary schooling levels are discussed. (Contains 3 tables and 1 note.)
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: Elementary Secondary Education; Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Canada