Sharoni, V., & Vogel, G. (2007). Entrance test accommodations, admission and enrollment of students with learning disabilities in teacher training colleges in Israel . Assessment & Evaluation in Higher Education , 32 (3), 255–270. https://doi.org/10.1080/02602930600896423

Journal Article

Sharoni, V., & Vogel, G. (2007). Entrance test accommodations, admission and enrollment of students with learning disabilities in teacher training colleges in Israel. Assessment & Evaluation in Higher Education, 32(3), 255–270. https://doi.org/10.1080/02602930600896423

Tags

Attention problem; Calculation device or software (interactive); College entrance test; Dictionary/glossary; Emotional/Behavioral disability; Enlarged print (on paper); Extended time; International (non-U.S.); Language; Learning disabilities; Math; Multiple accommodations; Multiple disabilities; No disability; Postsecondary; Reading; Speech/Language disability; Writing

URL

https://www.tandfonline.com/journals/caeh20

Summary

Accommodation

Accommodations were not specified; performance on a postsecondary admissions exam was examined for students provided and not provided with accommodations.

Participants

The study population consisted of applicants for the Saf ("Threshold") exam for enrollment in the 2003–2004 academic year in Israel. These consisted of 4,441 who took the test without accommodations, and 410 who took the test with accommodations. Additionally 227 test-takers had their files examined, and 247 filled out a survey. Another 1,736 students who enrolled in the fall of 2003 who who took the Saf ("Threshold") exam also participated. High school matriculation exam results were also reported.

Dependent Variable

Full test and subtest scores on the Saf ("Threshold") postsecondary admissions exam of 2003 in Israel were examined.

Findings

Consideration of alternative admission criteria was recommended, given the fact that students with learning disabilities performance of 269 students with learning disabilities were not comparable to admissions test scores of students without disabilities. The researchers noted that it would be necessary to follow the academic and professional careers of students with learning disabilities in order to ascertain their level of success beyond enrollment itself. Limitations of the study were reported, and future research possibilities were suggested.