REASONABLE ACADEMIC ACCOMMODATIONS – Q & A’s REGARDING EXAMS FOR STUDENTS WITH LEARNING DISABILITIES, & ADD/ADHD.

The reason for granting academic accommodations, in particular extended time for tests and exams, has come up often in our discussion with faculty.  Hopefully, the following questions and answers will give some clarification on this and on other issues dealing with students with disabilities at Dalhousie University.

Q: Why are students with disabilities, such as specific learning disabilities and ADD/ADHD, accepted into university in the first place?

A: The University has academic entrance requirements.  A student has to satisfy these requirements to be admitted to Dalhousie. Having a learning disability is not a reflection of a person’s intelligence nor is it a reflection on a person’s inability to succeed academically; it merely shows that this person acquires knowledge differently.  Psychoeducational assessments are typically documentation we see to show in a greater detail academic strengths and needs of each student.

Q: How is it determined that a student has a learning disability?

A: The basis for diagnosis of a learning disability is Psychoeducational testing. A person can have a specific learning disability in one area or more. The tests will point to strengths and weaknesses in such areas as cognition, achievement, and information processing.  The psychologist looks for significant difference among the tests and/or subtests.  The recommendations given by the assessor are meant to minimize the weakness and maximize the strengths.  The recommendations are a combination of measures to be taken in the classroom, exam and personal study environments to increase chances of academic success.

Q: Why should this student get extended time for exams?  

A: Even though the student may have average, above average or very high intelligence, he may need extra time to read, write, comprehend or process information – as part of the LD profile. With the extended time the student is given the same conditions to produce answers to the exam questions as any non-disabled student may under “regulation-time” conditions. Therefore, the students with LD are provided with a “level playing field”, by comparison to non-disabled students.

Q: Am I giving this student an unfair advantage over other students by giving them extra time?

A: We are not giving an advantage - rather we are trying to eliminate a disadvantage and overcome an educational-related barrier. We often refer to this process as “leveling the playing field”, as in the answer to the previous question.

Q: Why should I give him extra time?  He doesn’t need it.  He got a B in his last test.

A: We are not concerned with the grades, which students received in the past. Conversely, we would not reduce the time for exams for non-disabled students, who receive A’s. Therefore, we base our accommodations on the identified academic needs, not on the perceptions and arbitrary review of what the time extension of appropriate accommodation should be. If a student knows that he is capable of delivering an A-grade exam he should be given the opportunity to do so. The fundamental question is whether it is knowledge of the course material or the speed of completion of the exam that is being assessed.

Q: How do you determine the extended time needed?

A: The answer here depends on the type of exam as well as the nature of the disability. Usually, it is 1.5 to two times the regular exam duration. The time recommended is based on the Psychoeducational Assessment results and/or the past experience in other educational settings and on an interview with the student.

Q: On the basis of the above response, why not give the student with a disability unlimited time?

A: The student either knows the information or doesn’t. We are tasked with providing “reasonable” academic accommodations. Unlimited time may be considered an “unreasonable” accommodation, given that other students are not provided with the equal/matching option. A time limitation is therefore necessary. Unlimited time would not provide appropriate assistance to the student in the long run.

Q: What do I do if a student approaches me directly with a request for accommodations and has not registered with Student Accessibility Services? 

A: The decision to provide an academic accommodation is frequently the decision of the professor/instructor. However, if the student has a disability the best approach is to encourage the student to contact SAS then we can respond accordingly with regard to the Policy for Students with Disabilities. This way SAS can ascertain that students who request accommodations are in fact eligible to receive them. This removes the need for professors to be engaged in resolving administrative issues and the students receive the full range of accommodations suited to their specific needs.

Q: What do I do if a student complains that he has not been given adequate time for an exam written at Student Accessibility Services?  Or that he/she was denied services?

A: We would appreciate very much if you brought this to our attention. We will discuss the circumstances with the student and with you and make changes if they are warranted. The complaint may also be used as a reason to explain poor exam results. There may be other circumstances around this complaint.  We have no vested interests in denying services where warranted. We will base our decision on the medical documentation, discussion with the student, availability of resources etc. 

Q: How and where are exams conducted?

A: The majority are conducted in the Killam Library Bldg. at the Student Accessibility Services office.  The students are proctored. Proctors are supervised by the Exam Coordinator. When necessary, we will communicate with the professors, during the exam – should there be any questions, clarification or issues arising from the exam. 

Q: What type of instructions do you need for students who write in your area?

A: We need to know the regular date of the exam, the regular duration, and the starting time of the regular exam.  We will schedule our starting time at the same time as the regular exam. Students will not be let off the premises until the first half hour of the regular exam has elapsed.  This ensures the exam process' integrity. We also need to know if any exam aids are allowed – this may include a calculator of a certain type; it may also include an “open book” and if so, what are the restrictions, if any. Our definition of exam aids may differ from yours.

Q: How do I maintain confidentiality?

A: If you need to talk with the student, you may invite them to come to your office.  It may not be advisable to approach them in class to ask if they are managing, or if they needed assistance.

Q: How about Attention Deficit Disorders? Don’t we all have problems with attention from time to time?

A: ADD/ADHD can be the cause of problems in education, socially or at work.  Medication helps the person to focus more on the task at hand.  It is not a cure, nor does it completely eliminate the negative impacts.  ADD/ADHD may or may not be present in conjunction with LD. A physician, usually a Psychiatrist or a Psychologist, uses tests in DSM-IV (Diagnostic and Statistical Manual of Mental Disorders) to diagnose the presence or absence of ADD/ADHD.

Q: How about anxiety?  We all have anxiety?

A: Same for ADD - the diagnosis of anxiety is based on tests described in DSM-IV.  The anxiety spectrum disorders experience can be debilitating.  This would necessitate implementation of reasonable academic accommodations to assist a student to overcome academic barriers.  Usually it means writing in a separate room, in a place which is considered relatively safe, and/or having extra time to write to minimize the stress that comes with the anxiety.

Q: How are students with disabilities going to manage in the work world?

A: The short answer would be: that this is the students’ business. We cannot discriminate by refusing a person an access to education that otherwise they are eligible and qualified for.  As an example, in the case of the health professions, a licensing exam has to be written and certain criteria are necessary to practice once the student has graduated.  When the student applies and is admitted in to a programme where such requirements exist it would be prudent to explain to them these requirements. Otherwise, it would be their decision to enroll in such a programme.

Student Accessibility Services: 494-2836, or access@dal.ca

Please note that owing to the chemical sensitivities of those who work in and frequent this office, our environment must be scent free. We Share The Air