Introduction
“I find extended time for exams doesn’t help if I don’t know the content.”
In response to a colleague’s survey of students registered with his college’s disability services office, one student reflected honestly on his experience. This comment points to something important that students (and parents and professionals) need to know.
What the Research Shows
Researchers examined data from the National Longitudinal Transition Study-2, a huge project that collected waves of data about 12,000 students who were within a certain grade range (7-12) at the time the study began and who had received special education services. Data about them was collected over 10 years. In this particular study, researchers looked at a group of students who were either still in college at a two- or four-year college or had completed their degree at the time data was collected.* They found that many more students used the general supports (such as use of the tutoring center) than accommodations, and they emphasize the importance of students’ using both kinds of supports.
A meta-analysis (review of a number of studies done by other researchers) found that use of accommodations was a predictor of graduation, but they noted that students need self-advocacy skills in order to obtain accommodations.** Students will need those skills after they are approved for accommodations, as they often have some responsibilities associated with their continued receipt of their accommodations.
They also found that development of study skills was linked with GPA, as were self-efficacy and (again) self-advocacy skills. Study skills also predicted degree completion.
What Students Need to Do
This and other studies show that accommodation usage is only one factor associated with success. As this student quoted above said, essentially – if students don’t know understand what’s been discussed in class and covered in the readings, it doesn’t matter how much time they get to take the test. A lot should happen before students take a test.
Getting help in college means seeking it out. Students must get themselves to the tutoring center, go to professors’ office hours, or join a study group if they want to get a handle on material they didn’t understand by themselves. And they have to be able to organize their studying on their own and know what strategies work best for them. These activities require students to be self-aware and have self-determination and self-advocacy skills.
I strongly recommend students read Outsmart Your Brain: Why Learning Is Hard and How You Can Make It Easy. In it, cognitive psychologist Dr. Daniel Willingham recommends strategies to help them study. (He also gives tips on his TikTok channel.) In the posts on my site for college students, the tips I offer come from his research.
Additional Resources on My Blog
While much of the interview content went into my book, I share some of what disability services directors said here. You may be interested in the following posts.
“They understand their disability, understand their functional limitations and can communicate them. They can advocate for their needs” in What Makes Students with Disabilities Successful at College
“Students who struggle at college tend to be those who are unwilling to disclose their disability and ask for help” in Why Aren’t Some Students with Disabilities Successful at College?
“Professionals need to be clear in telling students that their IEP and 504 plan doesn’t carry over to college. Some students come in with an IEP or 504 plan and they think they’ll get everything written into it” in How Professionals Can Help Students with Disabilities Prepare for Successful College Transition
“Start practicing being the ‘cheerleader’ instead of the main person who’s responsible” in How Parents Can Prepare Their Student with a Disability for College Success
“Connect early with our office if -at some point – you might want accommodations at college. If [you’ve not done well and] come to us right before finals, it’s too late to salvage the semester. (Accommodations are not retroactive)” in College Disability Services Directors Offer Advice for Students with Disabilities
Studies mentioned in this post
* Newman, L.A., Madaus, J.W., Lalor, A.R., and Javitz, H.S.. (2019). Support receipt: Effect on postsecondary success of students with learning disabilities. Career Development and Transition for Exceptional Individuals, 42(1), 6-16.
** Madaus, J.W., Gelbar, N., Dukes III, L.L., Taconet, A., & Faggella-Luby, M. (2021). Are there predictors of success for Students with disabilities pursuing postsecondary Education? Career Development and Transition for Exceptional Individuals, 44(4), 191-202.
