2. Today’s Agenda: LD/ADHD Research &Accommodations l Welcome l Overview l GED models across disciplines l GEDTS research l Classroom strategies

3. Documentation-1995-96 l Requests for accommodations less than 1%. l 1996-1997 total requests 7,131 l 28% increase in 1997 l Only 30% of requests in 1996 had documentation of potential to pass GED. l Less that 10% had measures of educational achievement.

4. Information Processing Intellectual Potential Academic Achievement Level 1: GED Administrator Screening model FORM L-15 ©GEDTS, Washington, D.C.: 1998

5. Steps towards approval l The GEDTS model 4 levels of review. l Level 1 review: screening of documentation for approval by GED state administrator. l Level 2: Expert clinical review l Level 3: Expert Appeals Panel review l Level 4: National Advisory panel

6. GED Model Across Disciplines Teaching strategies & accommodations ADA,504,IDEA GEDTS Accommodations GEDTS Screening model

7. Strategies vs Accommodations l Classroom strategies match teaching to learning style l Accommodations are provided in testing situation to persons with documented disabilities who are otherwise qualified. l Accommodations are mandated by Federal Laws- 504,ADA, IDEA.

8. GED PILOT RESEARCH

9. Pilot Study l Only 30% had basic documentation l 30% of the 95 subjects included had IQ’s in borderline or mentally retarded range. l Overall average full scale intelligence was 89.61.

10. WAIS-R (1996)

11. GED NORMS l Pass rate set such that 67% of current high school seniors can be expected to pass. l Low average potential to above would be predicted to pass. l IQ predict-=correlations p.<0001 with pass GED. l Current study 30% FSIQ in borderline range or below

12. Correlations with passing GED

13. Gender Differences

14. Other current findings l When ADHD cases are removed the difference between the Verbal and Performance IQ’s predicts LD. l Factor scores predict LD. l Disability category did not relate to requested accommodations.

15. More…... l Written language discrepancy most often define discrepancy. l Teachers can recognize this but other disabilities exist and profoundly impact!

16. Current Research l WAIS-R-III Factor Scores l WAIS-R,III - Academic Achievement l Accommodations- Success on GED l Evaluation of training session-pre/post training of state administrators

17. Applying in the classroom è Be aware that many student in ABE classes may have LD/ADHD. è Look at handwriting and more. è Develop strategies for teaching. è Strategies that did not work in high school probably will not work.

18. Strategies l Provide the learner with opportunities to use strength l GEDTS research finds nonverbal, visual- spatial abilities stronger. Use this to reinforce verbal learning. l When presenting written material use associative cues-visual aids as reinforcers. l Use active rather than passive format

19. In Summary l Policy & Model l Training Model l Review panel l Advisory Board l Research- Classroom strategies!!!

20. Where to get more information l GED Homepage: http://gwis2.circ.gwu.edu/~kkid/gedhome.htm l Accommodations in Higher Education Under the American with Disabilities Act(ADA) edited by Gordon & Keiser, 1998. l Handout: Tables 1,2,&3. l University of Kansas Institute, D. Mellard