Postsecondary Documentation Guidelines

Article: "Applying LD Documentation Guidelines at the Postsecondary Level: Decision Making With Sparse or Missing Data"

Authors: Manju Banerjee, Ph.D. (Vice President and Director of LCIRT, pictured); Joseph W. Madaus, Ph.D. (University of Connecticut); Nicholas Gelbar, Ph.D. (University of Connecticut)

Journal: Learning Disability Quarterly, 5 Feb. 2014, DOI: 10.1177/0731948713518335


A key issue in fostering transition to postsecondary education for students with disabilities is documentation verifying the nature of the disability and supporting the need for services and reasonable accommodations. Documentation guidelines assist postsecondary disability service providers in making decisions about eligibility and reasonable accommodations.

However, documentation is often varied in scope, comprehensiveness, and quality, requiring a great deal of professional judgment during the review process. This study examined service provider decision-making when presented with documentation of learning disability with varying levels of information. Results indicated service providers’ value comprehensive Objective Evidence, but importance of the data used in decision-making varied by demographic variables, such as years of experience and type of training in reviewing disability documentation. Implications for practice are addressed.

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ADHD and Support Services

A collaborative team of researchers from the Landmark College Institute for Research and Training (LCIRT) and Dr. George Dupaul’s research team at Lehigh University is examining several years of archival data from Landmark College’s databases as part of a study on the effectiveness of support services for students with ADHD. The team has been working on the data since 2012 and has completed the task of extracting and coding the data in preparation for Hierarchical Linear Modeling analysis.

A preliminary visual analysis of the data shows differences in the effectiveness of various support services for this student population with some indication that long-term coaching support can lead to significant improvements in student performance. The long-term goal of this project is to provide data that can be used to better customize both the timing and nature of student supports based on individual student profiles.

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Digital Note-Taking

Article: “Digital Note-Taking: Helping You Get It and Keep It Together”

Authors: Linda Hecker, M.Ed. (LCIRT Lead Education Specialist); Anne M. Fein, M.A. (Associate Professor in First Year Studies Department, Landmark College) (both pictured at right).

Publisher: Attention magazine, the official publication of CHADD (Children and Adults with Attention Deficit/Hyperactivity Disorder) 

Date: April 2014

Hecker and Fein collaborated on a webinar on the same topic.

The article outlines many advantages offered by digital note-taking as opposed to traditional pen-and-ink approaches and examines the rich features of three current apps that support effective note-taking: OneNote, EverNote, and Notability. 

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College Readiness and ADHD

Article: "Self-Advocacy and Perceptions of College Readiness among Students with ADHD"

Authors: Lucy Stamp, M.A.T. (Landmark College Advising Supervisor, pictured); Manju Banerjee, Ph.D. (Vice President and Director of LCIRT); Franklin Brown, Ph.D. (Yale School of Medicine)

Journal: Journal of Postsecondary Education and Disability (JPED), JPED 27(2), 12-47, forthcoming in June 2014.

An abstract and link will be posted here after publication.

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For additional information:

Landmark College Institute
for Research and Training