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Title: increase understanding of learning disabilities and accommo


1
GED Accommodations
  • For Students with ADHD
  • and/or
  • Learning Disabilities

2
Introductions
  • Jack Rainey, School Psychologist, Grant Wood Area
    Education Agency
  • Kathy Green, Supervisor, Grant Wood Area
    Education Agency

3
Goals for Training
  • Increase understanding of learning disabilities
    and accommodations to support student success.
  • Increase understanding of ADHD and accommodations
    to support student success.
  • Develop understanding of process for requesting
    GED test accommodations.

4
Training Outcomes
  • Understand GEDTS process for approving test
    accommodations.
  • Support students in requesting and obtaining test
    accommodations.
  • Able to complete GED Test Accommodations - Form
    L-15 accurately and completely.

5
GED Accommodations for Students with LD/ADHD
  • Definition of LD and ADHD
  • Characteristics of LD and ADHD
  • Approved Tests for Diagnosing LD
  • Accommodations to Support Test Taking
  • Process for Requesting Accommodations
  • L-15 Form

6
GEDTS provides support to adults with learning
disabilities
  • LD affects students ability to understand,
    communicate or remember information.
  • When LD is documented, accommodations are
    mandatory for testing
  • Greatest increase in request for services is from
    persons with LD
  • 50 - 80 adults in ABE may have LD (Nightengale,
    81)

7
Various ways to define a Specific Learning
Disability (SLD)
  • National Adult Literacy and Learning Disabilities
    Center
  • DSM-IV (mental health model)
  • Developmental Disabilities Clinic
  • Neurological Models
  • U.S. Department of Education

8
GEDTS derives its definition from
  • The U.S. Department of Education

9
LD is NOT due to or synonymous with
  • Vision, hearing, motor problems
  • mental retardation
  • mental/emotional illness
  • environmental or economic disadvantage

10
A specific Learning Disability is
  • a chronic or lifelong disorder of presumed
    neurological origin with information processing
    deficits in one or more of the basic
    psychological processes involved in understanding
    or in using language - spoken or written.
  • These processing deficits may manifest themselves
    in the imperfect ability to listen, think speak,
    read, write, spell or do mathematical
    calculations.

11
Essential Components in Identification
  • Individual must demonstrate Average to above
    Average intelligence.
  • (GED broadly interprets average as 70 or above
    on well-standardized, well-normed intelligence
    test)

12
GEDTS Approved Intellectual Tests
  • Wechsler Adult Intelligence test - 3rd Edition
    (WAIS-III)
  • Stanford Binet - 4th Edition (SB-4)

13
Essential Components in Identification
  • Evidence of information processing dysfunction
    (i.e.., visual/perceptual, verbal reasoning,
    attention, memory)

14
Recommended Tests
  • WAIS III - VIQ/PIQ split
  • WAIS III - Index Scales
  • Woodcock Johnson Tests of Cognitive Ability
  • Wide Range Assessment of Memory and Learning

15
Essential Components in Identification
  • Evidence of significant or unexpected achievement
    compared to their own intellectual potential
    (specifically, the individual is demonstrating 15
    standard score points below IQ).

16
Essential Components in Identification
  • The discrepancy between academic achievement and
    intellectual potential is the key to educational
    documentation. It defines how the disability
    impairs the students success.

17
Recommended Tests
  • Woodcock Johnson, Tests of Achievement-Revised
    (WJ-R)
  • Wechsler Individual Achievement Test (WIAT)
  • Peabody-Kaufman Test of Educational Achievement
  • Kaufman Test of Educational Achievement (K-TEA)

18
Subtypes of Specific Learning Disability
  • Reading Disorder
  • Written Language Disorder
  • Math Disorder

19
Reading Disorder
  • A group of reading disorders that substantially
    limits a persons ability to gain meaning from
    written material.

20
Two subtypes of Reading Disorders
  • Basic Reading Disorder - problems with decoding,
    phonics, word attack.
  • Reading Comprehension Disorder - problems with
    meaning and understanding.

21
Written Language Disorder
  • A disorder that affects the visual-motor or
    visual perceptual organization of information on
    output.

22
Two Subtypes of Written Language Disorders
  • Basic Writing or Spelling Disorder - may have
    strong oral language skills but sequencing and
    auditory analysis problems.
  • Written Expression Disorder - May have strong
    oral language but difficulties expressing self in
    written form.

23
Math Disorder
  • Individual demonstrates imperfect ability to
    solve or demonstrate understanding of
    mathematical properties.

24
Two Subtypes of Mathematics Disorders
  • Mathematical Computation Disorder - Affects
    individuals ability to solve math calculations.
  • Mathematical Reasoning Disorder - Affects
    individuals ability to utilize mathematical
    reasoning to solve problems.

25
Other Subtypes
  • General Language Comprehension Disorder -
    Individuals who have good nonverbal skills but
    have serious problems with oral language
    comprehension, which in turn interferes with
    verbal expression, reading comprehension, written
    expression and mathematical reasoning.

26
Other Subtypes
  • Nonverbal Learning Disorder - Individuals who
    experience problems with academics due to the
    presence of visual/perceptual, visual/motor and
    nonverbal problems solving deficits. These
    individuals may also experience deficits in
    social skills.

27
Attention Deficit Disorder
  • Not a learning disability
  • These are chronic neurobiological conditions
    characterized by developmentally inappropriate
    attention skills, impulsivity, and in some cases,
    hyperactivity.

28
GEDTS requires DSM-IV Diagnosis for ADHD by
  • Physician
  • Psychologist, or,
  • Psychiatrist

29
Four forms of ADHD currently recognized in DSM-IV
  • ADHD-IA - Primarily inattentive subtype
  • ADHD - HI - Hyperactive subtype
  • ADHD - Combined subtype
  • ADHD - Not otherwise specified

30
Essential Components in Identification of ADHD
  • Difficulty sustaining attention, attending to
    details, organizing activities, problems
    listening, forgetfulness, restlessness, impulse
    control problems.

31
Essential Components in Identification of ADHD
  • Symptoms occur across settings.
  • Disturbance causes clinically significant
    distress or impairment in social, academic or
    occupational arenas.

32
Essential Components in Identification of ADHD
  • Symptoms have been present for the past six
    months.
  • Symptoms are not part of another major
    psychopathology such as depression or
    schizophrenia.

33
Methods for ADHD Identification
  • Connors Teacher and Parent Rating Scales
  • Case history of chronic inattention
  • Computer testing (Continuous Performance Test)
  • WAIS-III factor scores
  • ACID Factor
  • Freedom from Distractibility

34
What do we know about adult learners who have
learning disabilities and or ADHD?(handout 1)
35
Suggested Accommodations based on Documented
Disability Categories
  • Following suggestions include both those approved
    for use on GED and those that could be used in
    the classroom.
  • Accommodations that are in bold italics are those
    approved GEDTS accommodations when documentation
    meets GEDTS criteria

36
Disability Accommodations
  • Reading - visual
  • Taped books
  • Large Print
  • Straight Edge
  • Extended Time
  • Audiocassette

37
Disability Accommodations
  • Reading - auditory processing
  • Taped books but with visual representation/
    visual cueing
  • extended time
  • audiocassette (make certain it does not
    interfere)

38
Disability Accommodations
  • Math
  • Graph paper
  • Taped reading of math problems for weakness in
    math reasoning affected by written format
  • Calculator
  • Extended time

39
Disability Accommodations
  • Written Language
  • Graph paper
  • Use of word processor (cannot be used when taking
    GED)
  • Scribe
  • Extended Time

40
Disability Accommodations
  • ADHD
  • Extended time
  • Private room
  • Breaks
  • May need calculator if makes careless math errors

41
Form L-15
  • Accommodation Request for Learning Disabilities
    and/or Attention Deficit with or without
    Hyperactivity Disorder

42
Model of Documentation
  • Has the ability to pass the tests
  • Has a significant processing deficit that
    substantially limits potential to demonstrate
    that ability
  • substantial impairment of educational achievement
    is not due primarily to mental retardation,
    emotional factors, or cultural factors

43
Documentation of Accommodation
  • Diagnosis of the learning disability or
    disabilities or, diagnosis of ADHD
  • Statement of how this disability substantially
    limits candidates activity
  • Recommendation for accommodation(s) appropriate
    for the individuals educational needs

44
Accommodations Approved by GEDTS
  • Extended Time (amount of time must be specified
    or 1.5 will be recommended)
  • Audiocassette
  • Private Room
  • Supervised frequent breaks (specify time)
  • Calculator
  • Scribe

45
Test Accommodations Not Requiring Special
Approval
  • Large print version of the test
  • Use of a straight edge to facilitate reading
  • Use of colored overlays for reading
  • Request to sit near a window, away from a
    fluorescent light, etc.
  • Use of graph paper for working on math problems
  • Water or soda to reduce test anxiety
  • Taking of individual tests on different days
  • Use of ear plugs

46
The Model
Information Processing VIQ - PIQ 8 or
more Significant factor discrepancy Bannatyne AC
ID
Intellectual Potential IQ 70 or above?
Academic Achievement Academic achievement
significantly below IQ15 points or more
47
Steps for Approval
  • The GEDTS model has 4 levels of review
  • Level 1 Screening of documentation for approval
    by GED state administrator or designee
  • Level 2 Expert clinical Review
  • Level 3 Expert Appeals Panel Review
  • Level 4 National Advisory Panel

48
Form L-15
  • Begins with a letter to the GED candidate
    describing test accommodations process

49
Part I Information, Page 1 Section A GED
Examiner
  • GED Chief Examiner completes specific
    information.
  • Sign form after all sections are complete

50
Part I Information, Section B GED Candidate
  • Candidate must complete including the Release of
    Information
  • If candidate is under 18 years of age, parent
    must sign.

51
Part I Information, Page 2Section C
Documenting Professional
  • Certifying Advocate
  • transfers information onto the L-15
  • may be parent, GED examiner, ABE instructor,
    special education teacher.
  • may not have been involved directly in assessment
    process.
  • Signature on form confirms use of ethical
    practices

52
Part I Information, Page 2 Section C
Documenting Professional
  • Certifying Professional (e.g. psychologist or
    psychiatrist)
  • Must be certified or licensed to diagnose LD
    (psychologist), or ADHD (psychiatrist, MD,
    psychologist)
  • Training and direct experience with adolescents
    and/or adults
  • Professional credentials including licensure and
    certification required on form

53
Standard Score Discrepancy Model
  • Both intellectual and achievement test data
    provided in standard score format - not grade
    equivalence.

54
Section C, Page 2 Certifying Advocate
  • If you are completing this form on behalf of a
    student using test data generated by someone
    else, sign form here.
  • Do not need to attach clinical reports, IEPs,
    etc. but maintain these records in secure, locked
    area.
  • Statement of Diagnosis - indicate whether student
    has LD and/or ADHD.

55
Part II Page 3 Disability for which
Accommodation is Requested
  • Section A Specific Learning Disabilities (check
    all that apply)
  • and/or
  • Section B Attention Deficit with or without
    Hyperactivity Disorder

56
ADHD documentation must include
  • letter on official letterhead signed by
  • Psychiatrist
  • medical doctor or,
  • psychologist specializing in ADHD

57
ADHD Documentation
  • Diagnosis must be stated
  • Supporting diagnostic evidence of disability
  • Document how ADHD substantially limits
    educational achievement
  • List relevant test accommodations

58
Part III Documentation, Page 4 Section A
Clinical Case History on File?
  • Keep clinical case history on file in secure
    location, but do not have to forward with Form
    L-15

59
Part III Documentation, Page 4Section B
Measurement of Potential or Intelligence
  • Complete all sections
  • If no license number is available, list employer
    for psychologist

60
Part III Documentation, Page 5Section C
Measurement of current academic achievement
(Standard Scores)
  • Complete all sections using standard scores not
    grade equivalent scores
  • Include the name of the diagnostician(s)who
    completed the testing
  • Keep report(s) on file

61
Part IV Accommodations (Page 5) Section A
Specific Interventions
  • Describe accommodations used in special education
    classes or ABE classes if applicable
  • Describe accommodations used in administering GED
    practice tests

62
Part IV Accommodations (page 5)Section B
Statement of Needed Accommodations
  • Relationship between disability and requested
    accommodation
  • Check only those accommodations that are relevant
    - more is not necessarily better

63
Checklist (Page 6)
  • Ensure that all sections of the form have been
    completed.

64
Mail to
  • Kathy Green, Supervisor
  • Grant Wood AEA
  • 4401 6th St. SW
  • Cedar Rapids, IA 52404
  • 1-800-332-8488, ext. 6816
  • e-mail kgreen_at_aea10.k12.ia.us

65
GEDTS Approved Intellectual Tests
  • Wechsler Intelligence Scales for Children -
    Revised Edition (WISC-R) Ages 6 - 16
  • Wechsler Intelligence Scales for Children, Third
    Edition (WISC-III) Ages 6-16
  • Wechsler Adult Intelligence Scales-Revised
    (WAIS-R) Ages 16 and up
  • Wechsler Adult Intelligence Scales, Third
    Revision (WAIS III) Ages 16 and up
  • Stanford-Binet Intelligence Scale

66
Supporting Documentation
  • Kaufman brief Intelligence Test (KBIT)
  • Ravens Progressive Matrices
  • Woodcock-Johnson Test of Cognitive Ability
    (WJ-R/C)
  • Peabody Picture Vocabulary Test - Revised
    (PPVT-R)

67
GEDTS Approved Achievement Tests
  • Woodcock-Johnson Tests of Achievement-Revised
    (WJ-R) Ages 2-90
  • Wechsler Individual Achievement Tests (WIAT) Ages
    5-19
  • Wide Range Achievement Tests - Revised and third
    Edition (WRAT-R or WRAT-III) Ages 5-74
  • Peabody Individual Achievement Tests - Revised
    (PIAT-R) Ages 5-18
  • Kaufman Test of Educational Achievement (K-TEA)
    Ages 6-18
  • Stanford-Binet Intelligence Scale

68
Where can I access existing data?
  • Area Education Agencies
  • Local School Districts
  • Division of Vocational Rehabilitation
  • NOTE Release of Information in Section B, page
    1 must be signed by applicant or parent/guardian
    to obtain records.

69
What if recent test data does not exist?
  • GEDTS requires standardized intellectual and
    academic testing to verify a learning disability.
  • Contact University or college - clinical
    psychology or school psychology programs.
  • Contact clinicians in the community to obtain per
    diem information

70
ReviewDefining Elements of LD
  • Average to above average intelligence
  • Information processing dysfunction which may
    affect the ability to understand, communicate and
    remember information
  • Unexpectedly low academic achievement in one or
    more academic areas
  • Do not have mental retardation, emotional
    disturbance or cultural deprivation as primary
    diagnosis.

71
Where can I get more information?
  • GED web page
  • http//www.acenet.edu/calec/ged/disability-accom-A
    .html
  • GEDTS Videotape Accommodating Accommodations
    33 minutes in length
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