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This study utilized the Simple View of Reading (SVR) model cognitive subtypes to determine the impact of text-to-speech (TTS) software on the reading comprehension of 94 grade 8 students with reading difficulties. Method: paired samples t tests for all four SVR groups were conducted to examine reading comprehension scores under TTS and no-TTS conditions. Results: only those participants with a dyslexic profile (listening comprehension greater than decoding skills), demonstrated significant gains in reading comprehension in the TTS compared to the no-TTS condition; a large effect size (1.58 grade level increase) was found. Furthermore, this group's literal comprehension improved much more than their inferential comprehension when utilizing TTS. Implications: a one-size fits all approach for the selection of TTS for struggling readers is not recommended. SVR subtyping incorporated into psychoeducational assessments can inform appropriate assignment of TTS to struggling readers.

Historically, students with disabilities in Canada provided comprehensive and objective documentation of their diagnosis and related functional impairments to access appropriate accommodations at the postsecondary level. Recently, some Canadian provinces have adopted an approach whereby students with mental health disabilities need not reveal their diagnosis; a healthcare professional may simply verify that a disability exists, enumerate the functional impairments, and detail the accommodations to be provided. Without transparent documentation, Disability Services Offices frequently rely upon physicians for this information. We completed a census of all medical training programs in Ontario to evaluate the extent to which medical professionals receive training in determining functional impairments in postsecondary students with mental health conditions. Our findings demonstrated that the vast majority of medical residents receive no such training. Two programs report offering limited training in subjective methods such as self-report or the wishes of the client. Implications and recommended best practice are discussed.

Memory aids are now frequently provided to elementary and secondary school students to increase their success in achieving provincial curriculum standards. While such an accommodation may meet the immediate goal of improved academic performance it may not be warranted based on an actual long-term memory retrieval impairment and may therefore be inequitable, providing an unfair academic advantage relative to non-disabled students. Furthermore, providing memory aid accommodations inappropriately may rob students of the opportunity to learn effective study and retrieval strategies, leading instead to dependence on an accommodation that may not be continued once they enter post-secondary education. An appropriate accommodation at the post-secondary level of education removes a disability-related barrier (functional impairment) and assists only those facing such barriers; under human rights legislation, accommodations are not implemented to guarantee success, reduce anxiety, or provide unequal access to material. Memory aids improve the retrieval of information from long-term storage for everyone. As such, the current widespread provision of this accommodation prior to post-secondary studies must be evaluated critically, with such supports offered only when justified. A six-step process for determining when memory aids are an appropriate accommodation within the post-secondary setting is provided and discussed.

Staff at campus-based counselling and disability centres in 15 of Ontario's 24 community colleges completed 3,536 surveys on 1,964 individual students querying the presence of mental illness and academic challenges as reported by students accessing these services. Survey data were analyzed to determine prevalence rates of mental disorders and investigate for the presence of a relationship between specific mental illnesses and any associated academic impacts. More than half of these students had diagnoses with mood and anxiety disorders being the most common individual and comorbid diagnoses. The academic challenges reported by students with mental illnesses occurred in particular patterns relative to specific diagnoses; alertness/attention challenges were associated with mood disorders, whereas memory/executive function problems were linked to anxiety disorders. Implications for training and service practices of counselling and disability staff are reviewed as are future research directions for accommodating the academic needs of students with mental illnesses.

Miller et al. have challenged the findings of our two previous studies, based largely on the assumption that our findings are biased due to the clinical sample used. However, they fail to address the primary tenet of our studies, namely, that clinicians will obtain different scores on the Wechsler Adult Intelligence Scale-IV (WAIS-IV) depending on whether Canadian or American norms are used. This reply seeks to provide empirical evidence supporting the existence of such score differences even when nonclinical samples are used, and identifies some of the clinical decisions that are potentially affected by choice of normative data.

Building on a recent work of Harrison, Armstrong, Harrison, Iverson and Lange which suggested that Wechsler Adult Intelligence Scale-Fourth Edition (WAIS-IV) scores might systematically overestimate the severity of intellectual impairments if Canadian norms are used, the present study examined differences between Canadian and American derived WAIS-IV scores from 861 postsecondary students attending school across the province of Ontario, Canada. This broader data set confirmed a trend whereby individuals' raw scores systematically produced lower standardized scores through the use of Canadian as opposed to American norms. The differences do not appear to be due to cultural, educational, or population differences, as participants acted as their own controls. The ramifications of utilizing the different norms were examined with regard to psychoeducational assessments and educational placement decisions particularly with respect to the diagnoses of Learning Disability and Intellectual Disability.

Disability Service Staff at colleges and universities in Ontario, Canada were surveyed regarding the number of students arriving at their offices with the label of mild intellectual disability. Information was obtained regarding criteria used in association with this label, documentation required to support the classification, and accommodations provided, as well as the types of programs in which these students enroll and their success in those programs. Results demonstrate little consistency across institutions regarding the criteria employed when making this identification, and the accommodations and supports provided. Even with sup-ports and accommodations, respondents estimated that fewer than 25% of such students are able to succeed at the postsecondary level, although a larger percentage appear to benefit from specialized college programs. Best practice guidelines are needed with respect to assessment and diagnosis of this condition, and specialized programs may be required to address success and retention at the postsecondary level.

An increasing number of students with Learning Disabilities (LD) are enrolling in postsecondary education (PSE). Assistive technology (AT) is often provided to these students to circumvent academic deficits. This article will focus on research at the PSE level and students with LD to (a) identify AT service delivery practices, (b) describe the most frequently used ATs, (c) review research on the efficacy of AT to circumvent academic deficits, and (d) provide suggestions for future research on AT efficacy and for formulation of recommendations within psychoeducational reports. The use of AT by PSE students with LD appears to have moved ahead of research, proving or even testing the effectiveness of ATs in supporting the learning needs of this population. (Contains 1 table.)

A Canadian context for the diagnosis of students with specific learning disabilities (LD) was investigated in the present literature review. A systematic review of the literature was undertaken to determine the current and best practices in this field. Overall, no agreed upon definition of LD was identified, although core similarities in definitions were noted. Furthermore, recent research shows that many psychological assessments fail to adhere to any one definition when making this diagnosis, and as a result the diagnosis may or may not reflect the presence of a permanent disability that impairs academic functioning at the postsecondary level. There is, therefore, a need to adopt a consistent, evidence-based approach to diagnosis of LD in Canada. Recommendations regarding best practices and appropriate criteria for diagnosis of LD are discussed. (Contains 1 note and 2 tables.)

This study utilized the Simple View of Reading (SVR) model cognitive subtypes to determine the impact of text-to-speech (TTS) software on the reading comprehension of 94 grade 8 students with reading difficulties. Method: paired samples t tests for all four SVR groups were conducted to examine reading comprehension scores under TTS and no-TTS conditions. Results: only those participants with a dyslexic profile (listening comprehension greater than decoding skills), demonstrated significant gains in reading comprehension in the TTS compared to the no-TTS condition; a large effect size (1.58 grade level increase) was found. Furthermore, this group's literal comprehension improved much more than their inferential comprehension when utilizing TTS. Implications: a one-size fits all approach for the selection of TTS for struggling readers is not recommended. SVR subtyping incorporated into psychoeducational assessments can inform appropriate assignment of TTS to struggling readers. [ABSTRACT FROM AUTHOR]

Memory aids are now frequently provided to elementary and secondary school students to increase their success in achieving provincial curriculum standards. While such an accommodation may meet the immediate goal of improved academic performance it may not be warranted based on an actual long-term memory retrieval impairment and may therefore be inequitable, providing an unfair academic advantage relative to non-disabled students. Furthermore, providing memory aid accommodations inappropriately may rob students of the opportunity to learn effective study and retrieval strategies, leading instead to dependence on an accommodation that may not be continued once they enter post-secondary education. An appropriate accommodation at the post-secondary level of education removes a disability-related barrier (functional impairment) and assists only those facing such barriers; under human rights legislation, accommodations are not implemented to guarantee success, reduce anxiety, or provide unequal access to material. Memory aids improve the retrieval of information from long-term storage for everyone. As such, the current widespread provision of this accommodation prior to post-secondary studies must be evaluated critically, with such supports offered only when justified. A six-step process for determining when memory aids are an appropriate accommodation within the post-secondary setting is provided and discussed. [ABSTRACT FROM AUTHOR]

Staff at campus-based counselling and disability centres in 15 of Ontario’s 24 community colleges completed 3,536 surveys on 1,964 individual students querying the presence of mental illness and academic challenges as reported by students accessing these services. Survey data were analyzed to determine prevalence rates of mental disorders and investigate for the presence of a relationship between specific mental illnesses and any associated academic impacts. More than half of these students had diagnoses with mood and anxiety disorders being the most common individual and comorbid diagnoses. The academic challenges reported by students with mental illnesses occurred in particular patterns relative to specific diagnoses; alertness/attention challenges were associated with mood disorders, whereas memory/executive function problems were linked to anxiety disorders. Implications for training and service practices of counselling and disability staff are reviewed as are future research directions for accommodating the academic needs of students with mental illnesses. [ABSTRACT FROM AUTHOR]