TY  - JOUR
PY  - 2013//
TI  - Documenting disabilities in postsecondary settings diagnosticians' understanding of legal regulations and diagnostic standards
JO  - Canadian journal of school psychology
A1  - Harrison, Allyson G.
A1  - Lovett, Benjamin J.
A1  - Gordon, Michael
SP  - 303
EP  - 322
VL  - 28
IS  - 4
N2  - Increasing numbers of students with learning disability and attention deficit/hyperactivity disorder (ADHD) diagnoses are applying for accommodations in postsecondary education and employment settings. However, students' documentation of these conditions is often substandard. One possible reason for this is that clinicians have failed to apply proper criteria when determining disability status. We surveyed 119 clinicians who diagnosed these conditions in students applying for accommodations to determine clinician levels of knowledge about appropriate diagnostic and legal standards. We found weak clinician knowledge on certain key issues, including the meaning of functional impairment and understanding of the different laws governing academic accommodation of children versus adults. The average respondent's score on a 30-item true/false questionnaire was only 69% correct. Implications of these results for practice and future research are discussed.<p /> <p>Language: en</p>
LA  - en
SN  - 0829-5735
UR  - http://dx.doi.org/10.1177/0829573513508527
ID  - ref1
ER  -