Challenges in Evaluating Eligibility Criteria and Accommodation Needs for Postsecondary Success

Authors

  • Carol A. Layton
  • Robin H. Lock

Abstract

Within the United States, public schools are required to meet the Individuals with Disabilities Education Act (IDEA) standards mandated by federal law. Institutions of Higher Education (IHE) are challenged to interpret infomlation presented by students for eligibility documentation in light of the Americans with Disabilities Act (ADA) standards. This study examined the relationship between the eligibility report developed through individual state education agency (SEA) rules and regulations to meet IDEA criteria and the Association for Higher Education and Disability (AHEAD) standards for the documentation of a learning disability at the postsecondary level. A survey of the fifty states in the United States and the District of Columbia's SEAs was conducted to identify their regulations for the determination of a learning .disability. The results of the study revealed many similarities between the states with some variations in the SEA eligibility criteria. The necessity for specifically identifying an intrinsic processing deficit differs in the IDEA mandates and those required by AHEAD. IRE in the United States should be aware of the need to gather additional data from incoming students \-vith learning disabilities as well as consider the adoption of supplemental evaluation procedures to investigate specific accolnmodation needs.

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Issue

Vol. 12 No. 1 (2003)

Section

Articles

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