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Association on Higher Education and Disability July 11, 2013

Foreign Language Accommodation: Incorporating Evidence-Based Practices Under the AHEAD Documentation Guidance. Association on Higher Education and Disability July 11, 2013. Session Overview. Common Misconceptions about Foreign Language (FL) Learning.

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Association on Higher Education and Disability July 11, 2013

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  1. Foreign Language Accommodation: Incorporating Evidence-Based Practices Under the AHEAD Documentation Guidance Association on Higher Education and Disability July 11, 2013

  2. Session Overview Scott & Banerjee, July 2013

  3. Common Misconceptions about Foreign Language (FL) Learning • FL disability is a distinct disability category under the ADA AA • Learning Disability implies FL difficulty …. Or does it? • Traditional accommodations (e.g. x-time, note-taker) should be able to address any FL learning difficulty • There are specific tests (e.g., MLAT) which can diagnose a foreign language disability Scott & Banerjee, July 2013

  4. FL Accommodations on Your Campus In your group please discuss: • What accommodations are available in foreign language courses on your campus? • What is the protocol for decision-making? Scott & Banerjee, July 2013

  5. Foreign Language Accommodation on Different Campuses • FL coursework, but no FL requirement • General accommodations available in all classes • Accommodations specific to foreign language • Course substitutions/waivers • Decisions by ODR, academic dean, FL committee • Other? Scott & Banerjee, July 2013

  6. Complexities of FL Accommodation Decision-Making • Not based on diagnosis alone • Language learning demands are varied across different languages • Instructional approaches may differ across institutions and classrooms • Traditional accommodations don’t address frequent barriers • Other? Scott & Banerjee, July 2013

  7. Components of Language Competence From L2 literature Scott & Banerjee, July 2013

  8. Broad Underlying Constructs in Learning a Language from LD literature • Decoding the sound/symbol system • Phonology • Orthography • Syntax • Semantics • Information processing • Auditory processing • Working memory • Processing speed • Automaticity/fluency in decoding Scott & Banerjee, July 2012

  9. Three Basic Steps in Accommodation Decision-making Scott & Banerjee, July 2013

  10. Mining Documentation for Evidence Banerjee & Shaw, 2007 Scott & Banerjee, July 2013

  11. Foreign Language Accommodation Scott & Banerjee, July 2013

  12. Foreign Language Accommodation Documentation Markers Tests of Auditory Processing: WJ-III NU – Sound Blending (phonetic coding and synthesis); Auditory Attention; Incomplete Words (phonetic coding/analysis) Paced Auditory Serial Attention Test (PASAT)- (sustained attention, processing speed, auditory information processing) Scott & Banerjee, July 2013

  13. Foreign Language Accommodation Documentation Markers Tests of Memory: WJ-III NU – Memory for Words; WAIS –Working Memory Index; Digit Span Wide Range Assessment of Memory and Learning (WRAML) Test of Memory and Learning 2 (TOMAL) California Verbal Learning Test (CVLT) Scott & Banerjee, July 2013

  14. Foreign Language Accommodation Tests of Phonological Awareness: WJ-III NU –Spelling of Sounds; Sound Awareness Comprehensive Test of phonological Processing (CTOPP) Wechsler Individual Achievement Test (WIAT) – Pseudo word (phonetic) Decoding Tests of Language Learning Test of Language Competency (TLC-2) - Ambiguous Sentences; Listening Comp. WIAT-II - Listening Comprehension MLAT - Phonetic coding; grammatical sensitivity, rote learning Scott & Banerjee, July 2013

  15. Foreign Language Accommodation Scott & Banerjee, July 2013

  16. Foreign Language Accommodation Scott & Banerjee, July 2013

  17. Compiling Salient Information Foreign Language Case Review (handout) • Developmental history • Early learning history • FL learning history • Standardized testing Sources of Information (AHEAD’s primary, secondary and tertiary sources) The role of campus-based decision-making Scott & Banerjee, July 2013

  18. Linking Evidence to Accommodation – Tipping Points Adapted from Banerjee & Shaw, 2007 Scott & Banerjee, July 2013

  19. Case Study Applications Group break outs: Case 1: Sarah Case 2: David In your group please consider: • What are your sources of documentation? • Is there a pattern of evidence over time? • Is the documentation compelling? • Recommendations? Scott & Banerjee, July 2013

  20. Other Alternatives and Supports If not a substitution or waiver…. Then what? (see handout) • Programmatic options • Additional supports • Administrative accommodations • Instructor supports • Creating additional programmatic options Scott & Banerjee, July 2013

  21. Audience Q and A Scott & Banerjee, July 2013

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