Accommodations for Students with Disabilities Bibliography: Database

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• Fincher, M. L. (2013). Investigating the effects of a read-aloud alteration on the third-grade Reading Criterion-Referenced Competency Test (CRCT) for students with disabilities (Publication No. 3571373) [Doctoral dissertation, Georgia State University]. ProQuest Dissertations and Theses Global. https://www.proquest.com/docview/1426824474

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• Finizio, N. J., II. (2008). The relationship between instructional and assessment accommodations on student IEPs in a single urban school district (Publication No. 3313763) [Doctoral dissertation, University of Massachusetts Boston]. ProQuest Dissertations and Theses Global. https://www.proquest.com/docview/304817648

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• Fleming, A. R., Oertle, K. M., & Plotner, A. J. (2017). Student voices: Recommendations for improving postsecondary experiences of students with disabilities. Journal of Postsecondary Education and Disability, 30(4), 311–328. https://www.ahead.org/professional-resources/publications/jped

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• Fleming, A. R., Plotner, A. J., & Oertle, K. M. (2017). College students with disabilities: The relationship between student characteristics, the academic environment, and performance. Journal of Postsecondary Education and Disability, 30(3), 209–221. https://www.ahead.org/professional-resources/publications/jped

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• Fletcher, J. M., Francis, D. J., Boudousquie, A., Copeland, K., Young, V., Kalinowski, S., & Vaughn, S. (2006). Effects of accommodations on high-stakes testing for students with reading disabilities. Exceptional Children, 72(2), 136–150. https://doi.org/10.1177/001440290607200201

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• Fletcher, J. M., Francis, D. J., O’Malley, K., Copeland, K., Mehta, P., Caldwell, C. J., Kalinowski, S., Young, V., & Vaughn, S. (2009). Effects of a bundled accommodations package on high-stakes testing for middle school students with reading disabilities. Exceptional Children, 75(4), 447–463. https://doi.org/10.1177/001440290907500404

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• Flood, M. S. (2017). Adult learners, learning disabilities, and mathematics: A case study (Publication No. 10253044) [Doctoral dissertation, Montclair State University]. ProQuest Dissertations and Theses Global. https://www.proquest.com/docview/1868983970

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• Flowers, C., Kim, D. H., Lewis, P., & Davis, V. C. (2011). A comparison of computer-based testing and pencil-and-paper testing for students with a read-aloud accommodation. Journal of Special Education Technology, 26(1), 1–12. https://doi.org/10.1177/016264341102600102

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• Floyd, K. (2012). Postsecondary students with learning disabilities: Can we do more? The Journal of Special Education Apprenticeship, 1(1), 1–13. http://www.josea.info/

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• Fong, K. N. K., Ma, W. Y., Pang, H. K., Tang, P. P. K., & Law, L. L. F. (2019). Immediate effects of coloured overlays on the reading performance of preschool children with an autism spectrum disorder using eye tracking. Research in Developmental Disabilities, 89, 141–148. https://doi.org/10.1016/j.ridd.2019.03.012

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• Forge, G. D. (2022). Dual-credit students’ perceptions of utilizing learning accommodations (Publication No. 29161213) [Doctoral dissertation, Texas A & M University—Commerce]. ProQuest Dissertations and Theses Global. https://www.proquest.com/docview/2668216634

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• Foss, J. J. (2002). Attitudes and accommodation practices of university health professions faculty toward students with learning disabilities (Publication No. 3083992) [Doctoral dissertation, University of Florida]. ProQuest Dissertations and Theses Global. https://www.proquest.com/docview/304806055

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• Fox, L. A. (2012). Performance of students with visual impairments on high-stakes tests: A Pennsylvania report card (Publication No. 3532828) [Doctoral dissertation, University of Pittsburgh]. ProQuest Dissertations and Theses Global. https://www.proquest.com/docview/1235335586

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• Freeland, A. L., Emerson, R. W., Curtis, A. B., & Fogarty, K. (2010). Exploring the relationship between access technology and standardized test scores for youths with visual impairments: Secondary analysis of the National Longitudinal Transition Study 2. Journal of Visual Impairment & Blindness, 104(3), 170–182. https://doi.org/10.1177/0145482X1010400305

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• Freeman, S. R. (2013). How many are enough? A quantitative analysis of the effects of the number of response options on the academic performance of students with disabilities on large-scale assessments (Publication No. 3592592) [Doctoral dissertation, Capella University]. ProQuest Dissertations and Theses Global. https://www.proquest.com/docview/1437010810

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• Fuchs, D., & Fuchs, L. S. (1986). Test procedure bias: A meta-analysis of examiner familiarity effects. Review of Educational Research, 56(2), 243–262. https://doi.org/10.3102/00346543056002243

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• Fuchs, D., & Fuchs, L. S. (1989). Effects of examiner familiarity on Black, Caucasian, and Hispanic children: A meta-analysis. Exceptional Children, 55(4), 303–308. https://doi.org/10.1177/001440298905500403

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• Fuchs, D., Dailey, A. M., & Fuchs, L. S. (1982). Examiner familiarity and the relation between qualitative and quantitative indices of expressive language (Report No. IRLD-RR-83). University of Minnesota, National Center on Educational Outcomes.

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• Fuchs, D., Featherstone, N., Garwick, D. R., & Fuchs, L. S. (1981). The importance of situational factors and task demands to handicapped children’s test performance (Report No. IRLD-RR-54). University of Minnesota, National Center on Educational Outcomes.

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• Fuchs, D., Featherstone, N., Garwick, D. R., & Fuchs, L. S. (1984). Effects of examiner familiarity and task characteristics on speech-and-language-impaired children’s test performance. Measurement and Evaluation in Guidance, 16(4), 198–204. https://doi.org/10.1080/00256307.1984.12022357

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