Ofiesh, N. S. (2007). Math, science, and foreign language: Evidence-based accommodation decision-making at the postsecondary level . Learning Disabilities Research & Practice , 22 (4), 237–245. https://doi.org/10.1111/j.1540-5826.2007.00252.x

The recommendations of accommodations specifically for math, science, and foreign language courses, as well as the effectiveness of these accommodations, were examined. Several accommodations were referenced, although extended time and reading aloud were analyzed most thoroughly.

Six studies from the U.S. context were included. One study focused on the math content area, one study focused on science, one study focused on both science and math, and three studies centered on foreign language. These studies recommended a range of accommodations for students with learning disabilities, ranging from a talking calculator and manipulatives to tests in alternate formats and course substitution.

A literature review of studies found from multiple databases (Academic Search Premier, ERIC, PsycInfo, and the accommodations database from the National Center on Educational Outcomes (NCEO)) was conducted. The terms “postsecondary,” “college,” “adult,” and “accommodation” were used in the search.

There were no recommended accommodations for science and foreign language courses. However, the use of extended time was repeatedly recommended and supported for math testing. In addition to extended time, reading aloud of math test items was the other best-supported accommodation. Researchers noted a lack in empirical evidence surrounding accommodations routinely recommended for postsecondary students with learning disabilities.