Confirming the Need for Individual Accommodations for Students with Learning Disabilities
College and university officials are seeking efficient methods for determining and documenting the accommodation needs of students with disabilities. Unfortunately, without information about the student's underlying intrinsic processing deficits, many educators are providing ineffective accommodation plans. Using the Learning Disabilities Diagnostic Inventory, we examined the accommodation needs of students with learning disabilities being served in a fee-for-service learning disabilities program. We found that postsecondary students with learning disabilities have a variety of intrinsic processing deficits. We document the necessity for student-specific accommodations based on processing deficits, promote student self-advocacy, and discuss the role of advisors in assisting students.
Contributor Notes
Robin H. Lock is an Assistant Professor at Texas Tech University. Her research interests include the role of intrinsic processing disorders in the diagnosis of learning disabilities and the impact of successful accommodations for university students. E-mail: robin.lock@ttu.edu
Carol A. Layton, Assistant Professor, is an assessment specialist at Texas Tech University. Her interests include the authentic assessment of intrinsic processing and the synthesis of evaluation results in planning successful interventions.
