Reasonable Accommodations on the Bar Exam: Leveling the Playing Field or Providing an Unfair Advantage?

If you ask law students what they think about examination accommodations provided to students with disabilities, including learning disabilities, most students will tell you that it is unfair that some students get more time to take an examination. The misconception that accommodations provide an unfair advantage may stem from the fact that not all students understand the Americans with Disabilities Act ( ADA ), its purpose, and the reasons why individuals receive such accommodations. In fact, the ADA has applications beyond the employment context. Specifically, the ADA ensures that students with disabilities who graduate from medical school, law school, and other professional programs cannot be discriminated against in their educational programs and are entitled to nondiscrimination and reasonable accommodation in the licensing process

An evaluation of constructivism for learners with ADHD: Development of a constructivist pedagogy for special needs

We examine whether constructivist eLearning tools can be used to help learners cope with special educational needs, such as difficulties with attention and concentration. Preliminary work is reported here, in which we seek to determine the reasons why a constructivist approach is difficult for learners with ADHD. This work is intended to lead to recommendations of how learners with ADHD could benefit from constructivist eLearning systems, e.g. through the managed use of multimedia technology. A preliminary model has been developed that illustrates the areas in which constructivist pedagogies need to address the limitations of ADHD learners. Further work will expand this model and eventually test it in a real environment (e.g. in a school with ADHD learners). The outcome will encourage a reconsideration of existing multimedia theories as they relate to learners with special needs, and provide new directions in order to support learners with ADHD

Examining College Student Athlete Attitudes Towards Concussion Testing and Reporting Concussions

Examining College Student Athlete Attitudes and Behaviors Toward Baseline Neurocognitive Concussion Testing FryK, Anderson, M, Anderson, M, Schatz, P, Elbin, RJ: University of Arkansas, Fayetteville, Arkansas Context: Examining athletes’ attitudes toward concussion diagnosis, management, and treatment can lead to improved multi-faceted management of a concussion injury. Although attitudes towards concussion injuries have been studied, the examination of athletes’ attitudes towards baseline computerized neurocognitive testing is understudied and is warranted. Objective: To examine the relationship between sex, concussion history, and previous exposure to baseline testing on athletes’ perceptions of effort provided during baseline testing and the utility of neurocognitive testing. Methods: College athletes (18-23 years) completing a baseline neurocognitive test (Immediate Post-Concussion Assessment and Cognitive Test: ImPACT) were asked to complete an anonymous 33-item online survey. Survey questions included demographics and inquired about athletes’ effort and utility of baseline and post-concussion neurocognitive testing. A series of chi-square analyses measured the association between sex, concussion history, and previous exposure to baseline testing on effort provided during testing and utility of the test. Level of statistical significance was p \u3c .05. Results: One hundred eighty-two (88 males, 95 females) athletes (M =19.05, SD = 1.15 years) completed the survey. Thirty-eight percent (70/183) reported prior concussion history and 27% (50/182) were first time test takers. Ninety-four percent (172/183) reported providing above average to maximal effort on the baseline test they completed prior to completing the survey. Ninety percent (158/176) and 87% (156/179) of the sample reported that the baseline and post-concussion test results were useful in mitigating premature return to play, respectively. There was no association between sex, concussion history, or previous exposure to baseline testing on reported effort or perceptions of utility for baseline neurocognitive testing (p \u3e .05). Conclusion: The majority of athletes report high effort on baseline neurocognitive testing and recognize the utility of this measure for safe return to play

Experimental Methods in IIR: The Tension between Rigour and Ethics in Studies Involving Users with Dyslexia

Designing user studies in the interactive information retrieval (IIR) paradigm on people with impairments may sometimes require different methodological considerations than for other users. Consequently, there may be a tension between what the community regards as being a rigorous methodology against what researchers can do ethically with their users. This paper discusses issues to consider when designing IIR studies involving people with dyslexia, such as sampling, informed consent and data collection. The conclusion is that conducting user studies on participants with dyslexia requires special considerations at all stages of the experimental design. The purpose of this paper is to raise awareness and understanding in the research community about experimental methods involving users with dyslexia, and addresses researchers, as well as editors and reviewers. Several of the issues raised do not only apply to people with dyslexia, but have implications when researching other groups, for instance elderly people and users with learning, cognitive, sensory or motor impairments

Association Between Joint Hypermobility Syndrome and Developmental Coordination Disorder – A Review.

Introduction: The term joint hypermobility syndrome (JHS) was adopted after clinicians became aware of the myriad of symptoms associated with this multisystemic condition. JHS is an inherited disorder of connective tissues affecting the musculoskeletal and visceral systems which may contribute to a reduction in health related physical fitness. Pain associated with JHS may be influenced by hypermobility and biomechanical dysfunction. Biomechanical dysfunction observed in patients with JHS may be as a result of impaired motor control and in particular developmental coordination disorder (DCD). DCD (described in the literature utilising the terms clumsy child syndrome; perceptual motor dysfunction; dyspraxia) is a neurodevelopmental condition characterised by coordination difficulties affecting function. The objective of this review is to examine the association between hypermobility, JHS, motor control impairment and DCD. Methods and data sources: EMBASE, MEDLINE, CINAHL, ASSIA, PsychARTICLES, SPORTDiscus and PsycINFO from 1989 - 2009. Research articles written in English and peer reviewed were included. Results: Five research papers were identified. The studies employed a variety of methodologies and assessment tools for reporting joint hypermobility, JHS, motor delay, motor impairments and DCD. All five studies reported on children between the ages of six months and 12 years. Three out of four studies reported on association between impaired motor development, motor delay and joint hypermobility. There was no consensus as to whether motor delay, impaired motor development and joint hypermobility continued as the child matured. One study ascertained that children with JHS reported similar functional difficulties as children with DCD. Conclusion: There was a paucity of literature relating to an association between joint hypermobility, JHS, impaired motor control, motor delay and DCD in children, there was no literature pertaining to adults. This association requires further exploration if professionals are to understand, nurture and manage those reporting these associated conditions

The Impact of Visual Impairments on Mobility Performance in Community-Dwelling Older Adults

Background and Purpose: Falls are a major concern for elderly adults and can have a significant impact on overall health and well-being. Declines in vision with aging may be related to the development of fear of falling (FOF) and impaired mobility. It is possible that impaired vision due to common eye diseases can increase the FOF avoidance behavior and affect mobility function in this population. The purpose of this study was to investigate the relation among visual impairment, mobility performance, and FOF avoidance behavior in older adults. Methods: Inclusion criteria for eligible participants were: 50 years of age and older, able to walk 50 m without assistance, and able to understand simple instructions related to the assessments. A total of 455 participants from local community adult activity centers (males=152, females=303; age=73.1±7.7 years, range=51-97 years) participated. Physical mobility was assessed using an instrumented Timed Up-and-Go test. Visual acuity (VA) was tested using a standard Snellen chart. Avoidance behavior was assessed using the Fear of Falling Avoidance Behavior Questionnaire (FFABQ). Participants’ general health and presence of eye diseases (age-related macular degeneration, cataracts, and glaucoma) was assessed using a survey of medical history. A two-way ANOVA was used to investigate effect of VA and avoidance behavior on TUG performance. An additional two-way ANOVA test was used to investigate the effect of self-reported eye disease and avoidance behavior on TUG performance. Results and Discussion: There was a statistically significant difference between avoiders and non avoiders’ TUG score (avoiders=12.45±5.85 sec, non-avoiders 8.29±3.48, p\u3c0.001). The VA has no significant effect on TUG time (no impairment= 8.69 ± 3.49 sec, mild impairment= 9.42 ± 5.05 sec, moderate impairment= 8.11 ± 2.08 sec, severe impairment= 9.45 ± 2.68 sec, p=0.791). There is no significant VA group by avoider group interaction (p=0.66). There was also a statistically significant difference in TUG scores between participants with and without eye disease (eye disease=9.37±5.08, no eye disease=8.29±2.80, p=0.004). There is no significant eye disease by avoider group interaction (p=0.144). iv Conclusion: The results of this study indicated that the presence of one or more self-reported eye diseases and higher FOF avoidance behavior were both associated with decreased mobility. Contrary to the initial hypothesis of the present study, there was no relation between VA and mobility, nor VA and FOF avoidance behavior. It is important for clinicians to inquire about the presence of eye diseases and administer the FFABQ to older adults in order to identify risk factors related to decline in physical mobility. Presently, the continued use of the Snellen chart to assess for VA as a part of fall risk assessment may be inadequate. Future studies should focus on developing a more comprehensive clinical assessment of vision that expands beyond visual acuity for the geriatric population

Theories of developmental dyslexia: Insights from a multiple case study of dyslexic adults

A multiple case study was conducted in order to assess three leading theories of developmental dyslexia: the phonological, the magnocellular (auditory and visual) and the cerebellar theories. Sixteen dyslexic and 16 control university students were administered a full battery of psychometric, phonological, auditory, visual and cerebellar tests. Individual data reveal that all 16 dyslexics suffer from a phonological deficit, 10 from an auditory deficit, 4 from a motor deficit, and 2 from a visual magnocellular deficit. Results suggest that a phonological deficit can appear in the absence of any other sensory or motor disorder, and is sufficient to cause a literacy impairment, as demonstrated by 5 of the dyslexics. Auditory disorders, when present, aggravate the phonological deficit, hence the literacy impairment. However, auditory deficits cannot be characterised simply as rapid auditory processing problems, as would be predicted by the magnocellular theory. Nor are they restricted to speech. Contrary to the cerebellar theory, we find little support for the notion that motor impairments, when found, have a cerebellar origin, or reflect an automaticity deficit. Overall, the present data support the phonological theory of dyslexia, while acknowledging the presence of additional sensory and motor disorders in certain individuals