This pracical manual offers essential information and guidance for anyone involved with ADA issues in higher education settings. Fundamental principles and actual clinical and administrative procedures are outlined for evaluating, documenting, and accomodating awide range of mental and physical impairments. Contributors draw upon extensive hands-on experience with managing ADA issues. Throughout, chapters provides helpful diagnositc roadmaps, sample reports, and resource listings. The paperback edition features a new preface and an updated chapter on legal issues, elucidating the practical impact of significant recent supreme court rulings.
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Editorial Reviews
Review
"This book is the perfect primer for lawyers who want to understand how the ADA applies to higher education and professional testing. It provides a crystal clear window into the identification of psychiatric, learning, and physical disorders, and should be in the library of every attorney involved with disability law." --Nancy C. Hill, Esq., Partner in the law firm of Carey, Hill & Scott, Charleston, West Virginia
"This book provides well-written, practical, and user-friendly guidance for professionals who deal with students claiming a need for accommodations in instruction or testing....A 'must-read' for any clinician or administrator who handles these types of student-oriented disability issues." --David K. Fram, Esq., Director, ADA & EEO Services, National Employment Law Institute
"This book does not shy away from the important questions, challenges, and controversies facing the accommodation process. It expands the grasp of tools available to educators and administrators committed to doing the right thing by the students and institutions they serve." --Louise Harding Russell, Director, Student Disability Resource Center, Harvard University
"[This book] should be essential reading for any clinician evaluating students who are requesting educational accommodations under the ADA. It provides detailed information concerning how to conduct appropriate evaluations of mental disabilities, particularly ADHD and learning disabilities, to specifically examine educational accommodation need and rationale." --John D. Ranseen, PhD
"This book provides well-written, practical, and user-friendly guidance for professionals who deal with students claiming a need for accommodations in instruction or testing....A 'must-read' for any clinician or administrator who handles these types of student-oriented disability issues." --David K. Fram, Esq., Director, ADA & EEO Services, National Employment Law Institute
"This book does not shy away from the important questions, challenges, and controversies facing the accommodation process. It expands the grasp of tools available to educators and administrators committed to doing the right thing by the students and institutions they serve." --Louise Harding Russell, Director, Student Disability Resource Center, Harvard University
"[This book] should be essential reading for any clinician evaluating students who are requesting educational accommodations under the ADA. It provides detailed information concerning how to conduct appropriate evaluations of mental disabilities, particularly ADHD and learning disabilities, to specifically examine educational accommodation need and rationale." --John D. Ranseen, PhD
About the Author
Michael Gordon, PhD, is a professor of psychiatry and Director of the ADHD Program at SUNY Health Science Center in Syracuse, NY. His many publications include How to Operate an ADHD Clinic or Subspecialty Practice (GSI Publications, 1995).
Shelby Keiser, MS, is manager of the Office of Test Accommodations at the National Board of Medical Examiners. She is a member of the AHEAD Ad Hoc Committee on Documentation of Learning Disorders and the Consortium on Documentation of ADHD, and has served as a consultant in the diagnosis and remediation of reading and learning disabilities.
Shelby Keiser, MS, is manager of the Office of Test Accommodations at the National Board of Medical Examiners. She is a member of the AHEAD Ad Hoc Committee on Documentation of Learning Disorders and the Consortium on Documentation of ADHD, and has served as a consultant in the diagnosis and remediation of reading and learning disabilities.
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Most Helpful Customer Reviews
1 of 1 people found the following review helpful:
2.0 out of 5 stars
Lacks Detail,
By
This review is from: Accommodations in Higher Education under the Americans with Disabilities Act: A No-Nonsense Guide for Clinicians, Educators, Administrators, and Lawyers (Paperback)
This book claims to be a guide for lawyers among others but fails to give case citations or even case names in the one section that is written by a lawyer. This leaves the inquisitive reader to try and decipher which federal case is being referred to based on the fact description or holding. There must be better choices on this topic.
7 of 10 people found the following review helpful:
4.0 out of 5 stars
Informative,
This review is from: Accommodations in Higher Education under the Americans with Disabilities Act: A No-Nonsense Guide for Clinicians, Educators, Administrators, and Lawyers (Hardcover)
As the Disabilities host at BellaOnline, I recommend this book. It's clear cut and informative. Every educator should read it and be aware.
6 of 9 people found the following review helpful:
4.0 out of 5 stars
Shelby Keiser notwithstanding, this book is helpful,
By Melissa Manning (Lawrence, KS United States) - See all my reviews
This review is from: Accommodations in Higher Education under the Americans with Disabilities Act: A No-Nonsense Guide for Clinicians, Educators, Administrators, and Lawyers (Paperback)
I understand the ire of a person who resents having to be compared with the general population, rather than to a specialized group the person wishes to become a member of, to have accommodations, but I feel that in her chapter on testing accommodations she does explain her viewpoint and the legal underpinnings of her opinion. In general, this book is a very good guide to documentation standards, provides forms that are useful, and is well worth the money as a reference book. Melissa Manning, Ph.D. Associate Director, Services for Students with Disabilities University of Kansas
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Inside This Book
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First Sentence:
In this chapter we discuss the essential concepts that drive the provision of accommodations in higher education and professional testing. Read the first page Key Phrases - Statistically Improbable Phrases (SIPs): (learn more)
identified functional limitations, prior accommodation, test accommodations, copyright page for details, current impairment, requesting accommodations, auxiliary aids, convergence insufficiency, reading facility, proposed accommodation, central visual acuity, major life activity, requested accommodations, clinical summary, substantial limitation, testing organizations, specific accommodations, subtest scores Key Phrases - Capitalized Phrases (CAPs): (learn more)
Disabilities Act, New York, University of Connecticut, American Psychiatric Association, Equal Employment Opportunity Commission, Full Scale, Woodcock Johnson Psychoeducational Battery-Revised, Guilford Press, Tests of Achievement, Technical Assistance Manual, Tests of Cognitive Ability, University's Guidelines, Disabilities Education Act, National Board of Medical Examiners, Nelson-Denny Reading Test, Supreme Court, American Council, American Journal of Psychiatry, Developmental Eye Movement, Final Rule Implementing Title, National Joint Committee New!
Books on Related Topics | Concordance | Text Stats Browse Sample Pages:
Front Cover | Table of Contents | First Pages | Index | Back Cover | Surprise Me!
In this chapter we discuss the essential concepts that drive the provision of accommodations in higher education and professional testing. Read the first page Key Phrases - Statistically Improbable Phrases (SIPs): (learn more)
identified functional limitations, prior accommodation, test accommodations, copyright page for details, current impairment, requesting accommodations, auxiliary aids, convergence insufficiency, reading facility, proposed accommodation, central visual acuity, major life activity, requested accommodations, clinical summary, substantial limitation, testing organizations, specific accommodations, subtest scores Key Phrases - Capitalized Phrases (CAPs): (learn more)
Disabilities Act, New York, University of Connecticut, American Psychiatric Association, Equal Employment Opportunity Commission, Full Scale, Woodcock Johnson Psychoeducational Battery-Revised, Guilford Press, Tests of Achievement, Technical Assistance Manual, Tests of Cognitive Ability, University's Guidelines, Disabilities Education Act, National Board of Medical Examiners, Nelson-Denny Reading Test, Supreme Court, American Council, American Journal of Psychiatry, Developmental Eye Movement, Final Rule Implementing Title, National Joint Committee New!
Books on Related Topics | Concordance | Text Stats Browse Sample Pages:
Front Cover | Table of Contents | First Pages | Index | Back Cover | Surprise Me!
Citations (learn more)
This book cites 7
books:
See all 7 books this book cites
1
book
cites this book:
- Americans With Disabilities (The Annals of the American Academy of Political & Social Science Series Vol 549) by Willia Johnson in Front Matter, and page 40
- Learning Disabilities by Chelsea House in Front Matter, and page 45
- Employment Law, Student Edition (Hornbook Series) by Charles B. Craver in Back Matter
- Learning Disabilities by Stanley W. Johnson on page 40
- Clinical Psychology: Integrating Science and Practice by Arthur Freeman on page 168
See all 7 books this book cites
- The Academic Deanship: Individual Careers and Institutional Roles by David F. Bright on page 198, and Back Matter
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