ABSTRACT

Students with disabilities often take tests using extended time accommodations, which provide students with additional time to complete tests in order to reduce the impact of their disability on their scores. At the postsecondary level, students with disabilities must take the initiative to seek and request accommodations, and their perceptions of them likely influence which, if any, accommodations they use when taking a test. Through semi-structured interviews with postsecondary students with disabilities, the current study identified students’ perceptions about extended time accommodations, including the frequency with which they use their extended time, factors that impact their usage (e.g., test format, disability symptoms), and obstacles they face in obtaining and utilizing their accommodations (e.g., instructor-related concerns, social ramifications). It is hoped that these findings assist disability service providers (DSPs), psychologists, and students with disabilities in making more informed decisions regarding the use and provision of extended time accommodations.

摘要

残疾学生经常使用延长时间安排参加考试，这为学生提供了额外的时间来完成考试，以减少他们的残疾对其分数的影响。在中学后阶段，残疾学生必须主动寻求和要求住宿，他们对他们的看法可能会影响他们在参加考试时使用的住宿（如果有的话）。通过对残疾高等教育学生的半结构化访谈，当前的研究确定了学生对延长时间调整的看法，包括他们使用延长时间的频率、影响他们使用的因素（例如，测试形式、残疾症状）以及他们在获得和利用住宿方面面临的障碍（例如，与教师相关的问题，社会影响）。希望这些发现有助于残疾服务提供者 (DSP)、心理学家和残疾学生就使用和提供延长时间的住宿做出更明智的决定。