Factors Related to Extended Time Use by College Students With Disabilities. (December 2021)

• Record Type: Journal Article
• Authors: Gelbar, Nicholas; Madaus, Joseph
• Is Part Of: Remedial and special education. Volume 42:Number 6(2021)
• Page Start: 374
• Page End: 383
• Publication Date: 2021-12
• Subjects: accommodations -- assessment -- postsecondary -- special education -- quantitative -- research methodology; Special education -- Periodicals; Learning disabilities -- Periodicals; 371.905
• DOI: 10.1177/0741932520972787
• Languages: English
• ISSNs: 0741-9325

Abstract

Extended time to complete course examinations is the most commonly provided accommodation to students with disabilities in postsecondary institutions. However, there is a paucity of studies that examine the use and influence of extended time in true testing situations. The present study examined test accommodation used by 596 students with disabilities at a large research university. These students completed a total of 3, 726 exams in 1, 517 unique courses. Results indicated that extended time was used in approximately half of the tests, and of these, a nearly there was an even split between the use of less than and more than 50% additional time. In a statistical model predicting whether a participant used extended time at least once in a course, having a learning disability, having attention-deficit/hyperactivity disorder (ADHD), and taking a science, technology, engineering, and mathematics (STEM) course were statistically significant predictors of whether a participant used extended time in a course. Implications and areas for future research are presented.