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