Accommodations for Students with Disabilities Bibliography: Database

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909 results.

  • Gibson, D., Haeberli, F. B., Glover, T. A., & Witter, E. A. (2003). The use of recommended and provided testing accommodations (WCER Working Paper No. 2003–8). University of Wisconsin-Madison, Wisconsin Center for Education Research. https://wcer.wisc.edu/publications/workingPapers

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  • Gibson, D., Haeberlie, F. B., Glover, T. A., & Witter, E. A. (2005). Use of recommended and provided testing accommodations I. Assessment for Effective Intervention, 31(1), 19–36. https://doi.org/10.1177/073724770503100103

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  • Gilbert, K., Kranzler, J., & Benson, N. (2021). An independent examination of the equivalence of the standard and digital administration formats of the Wechsler Intelligence Scale for Children-5th Edition. Journal of School Psychology, 85, 113–124. https://doi.org/10.1016/j.jsp.2021.01.002

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  • Gin, L. E. (2021). Challenges and opportunities for students with disabilities in evolving learning environments: Active learning, online instruction, and undergraduate research (Publication No. 28862023) [Doctoral dissertation, Arizona State University]. ProQuest Dissertations and Theses Global. https://www.proquest.com/docview/2616380174
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  • Giusto, M. (2015). Effectiveness of a partial read-aloud test accommodation to assess reading comprehension in students with a reading disability (Publication No. 3729013) [Doctoral dissertation, City University of New York]. ProQuest Dissertations and Theses Global. https://www.proquest.com/docview/1727740182
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  • Giusto, M., & Ehri, L. C. (2019). Effectiveness of a partial read-aloud test accommodation to assess reading comprehension in students with a reading disability. Journal of Learning Disabilities, 52(3), 259–270. https://doi.org/10.1177/0022219418789377

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  • Goegan, L. D., Le, L., Rioux, B. P., & Daniels, L. M. (2019). Examining factors that support continued use of assistive technology by postsecondary students with disabilities. Canadian Journal for New Scholars in Education, 10(1), 28–41. https://journalhosting.ucalgary.ca/index.php/cjnse

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  • Golan, M., Singer, G., Rabin, N., & Kleper, D. (2020). Integrating actual time usage into the assessment of examination time extensions provided to disabled college engineering students. Assessment & Evaluation in Higher Education, 45(7), 988–1000. https://doi.org/10.1080/02602938.2020.1717434
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  • Golden, C. K. (1982). The effect of the hand-held calculator on mathematics speed, accuracy, and motivation of secondary educable mentally retarded students (grades 7-9) (Publication No. 8226927) [Doctoral dissertation, West Virginia University]. ProQuest Dissertations and Theses Global. https://www.proquest.com/docview/303083651
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  • Goodrich, G. L., Bennet, R. R., & Wiley, J. K. (1977). Electronic calculators for visually impaired users: An evaluation. Journal of Visual Impairment & Blindness, 71(4), 154–157. https://www.afb.org/publications/jvib

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  • Goodwin, A. P., Cho, S. J., Reynolds, D., Brady, K., & Salas, J. (2020). Digital versus paper reading processes and links to comprehension for middle school students. American Educational Research Journal, 57(4), 1837–1867. https://doi.org/10.3102/0002831219890300

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  • Gormley, M. J., DuPaul, G. J., Weyandt, L. L., & Anastopoulos, A. D. (2019). First-year GPA and academic service use among college students with and without ADHD. Journal of Attention Disorders, 23(14), 1766–1779. https://doi.org/10.1177/1087054715623046

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  • Gould, R., Heider, A., Harris, S. P., Jones, R., Peters, J., Eisenberg, Y., & Caldwell, K. (2022). Self-determination and quality indicators for assistive technology in postsecondary education. Journal of Postsecondary Education and Disability, 35(1), 45–60. https://www.ahead.org/publications/jped
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  • Graham, S. (1990). The role of production factors in learning disabled students’ compositions. Journal of Educational Psychology, 82(4), 781–791. https://doi.org/10.1037/0022-0663.82.4.781

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  • Gregg, N. (2012). Increasing access to learning for the adult basic education learner with learning disabilities: Evidence-based accommodation research. Journal of Learning Disabilities, 45(1), 47–63. https://doi.org/10.1177/0022219411426855

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  • Gregg, N., & Nelson, J. M. (2012). Meta-analysis on the effectiveness of extra time as a test accommodation for transitioning adolescents with learning disabilities: More questions than answers. Journal of Learning Disabilities, 45(2), 128–138. https://doi.org/10.1177/0022219409355484

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  • Gregg, N., Coleman, C., Davis, M., & Chalk, J. C. (2007). Timed essay writing: Implications for high-stakes tests. Journal of Learning Disabilities, 40(4), 306–318. https://doi.org/10.1177/00222194070400040201

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  • Gregg, N., Hoy, C., Flaherty, D. A., Norris, P., Coleman, C., Davis, M., & Jordan, M. (2005). Decoding and spelling accommodations for postsecondary students with dyslexia—It’s more than processing speed. Learning Disabilities: A Contemporary Journal, 3(2), 1–17. http://www.ldw-ldcj.org/

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  • Grise, P., Beattie, S., & Algozzine, B. (1982). Assessment of minimum competency in fifth grade learning disabled students: Test modifications make a difference. The Journal of Educational Research, 76(1), 35–40. https://doi.org/10.1080/00220671.1982.10885420

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  • Grunér, S., Östberg, P., & Hedenius, M. (2018). The compensatory effect of text-to-speech technology on reading comprehension and reading rate in Swedish schoolchildren with reading disability: The moderating effect of inattention and hyperactivity symptoms differs by grade groups. Journal of Special Education Technology, 33(2), 98–110. https://doi.org/10.1177/0162643417742898

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