Lindstrom, J. H., & Tuckwiller, E. D. (2008). Extended test time, read aloud, and student characteristics: A summary of empirical findings . Learning Disabilities: A Multidisciplinary Journal , 15 (3), 93–104. https://js.sagamorepub.com/ldmj/

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Issues surrounding accommodations related to the transition to postsecondary education, participation in high-stake assessments, and student characteristics of students with learning disabilities were examined. Specifically, extended time and read aloud accommodations were discussed.

Literature focusing on the transition to postsecondary education, testing accommodations, and student characteristics as related to testing accommodations was reviewed.

Literature was reviewed to summarize the empirical findings related to issues surrounding the role of accommodations in high stakes assessment and the transition to postsecondary education settings for students with learning disabilities.

Various concerns surrounding the provision of accommodations for students with learning disabilities transitioning to postsecondary settings were identified. These concerns include issues related to validity of testing with accommodations, lack of evidence of effectiveness of accommodations, lowering of academic standards, the lack of inclusivity of students with disabilities, lack of self-advocacy skills among students with disabilities, and lack of transitional supports.