Accommodations for Students with Disabilities Bibliography: Database

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909 results.
  • Guerreiro, M., Barker, E., & Johnson, J. (2022). Measuring student reading comprehension performance: Considerations of accuracy, equity, and engagement by embedding comprehension items within reading passages. Practical Assessment, Research, and Evaluation, 27(1), article 11. https://doi.org/10.7275/ch8r-tx33
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  • Guzman-Orth, D., Steinberg, J., & Albee, T. (2023). English learners who are blind or visually impaired: A participatory design approach to enhancing fairness and validity for language testing accommodations. Language Testing, 40(4), 933–959. https://doi.org/10.1177/02655322231159143
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  • Guzman-Orth, D., Supalo, C. A., Smith, D. W., Lee, O., & King, T. (2021). Equitable STEM instruction and assessment: Accessibility and fairness considerations for special populations (RR–21-11). Educational Testing Service. https://doi.org/10.1002/ets2.12324

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  • Ha, O., & Fang, N. (2018). Interactive virtual and physical manipulatives for improving students’ spatial skills. Journal of Educational Computing Research, 55(8), 1088–1110. https://doi.org/10.1177/0735633117697730

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  • Haaf, R., Duncan, B., Skarakis-Doyle, E., Carew, M., & Kapitan, P. (1999). Computer-based language assessment software: The effects of presentation and response format. Language, Speech, and Hearing Services in Schools, 30(1), 68–74. https://doi.org/10.1044/0161-1461.3001.68

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  • Hadjikakou, K., & Hartas, D. (2008). Higher education provision for students with disabilities in Cyprus. Higher Education, 55(1), 103–119. https://doi.org/10.1007/s10734-007-9070-8

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  • Hadley, W. (2017). The four-year college experience of one student with multiple learning disabilities. College Student Journal, 51(1), 19–28. https://www.ingentaconnect.com/content/prin/csj
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  • Hadley, W. M. (2007). The necessity of academic accommodations for first-year college students with learning disabilities. Journal of College Admission, 195, 9–13. https://www.nacacnet.org/resources/newsroom/journal-of-college-admission/
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  • Hadley, W. M. (2009). The transition and adjustment of first-year students with specific learning disabilities: A longitudinal study. Journal of College Orientation and Transition, 17(1). https://doi.org/10.24926/jcotr.v17i1.2711
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  • Haenn, J. F., & Proctor, D. C. (1978, April). A practitioner’s guide to out-of-level testing. Annual meeting of the American Educational Research Association (AERA), Toronto, Ontario (Canada).

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  • Hahn, M. E., Mueller, C. M., & Gorlewicz, J. L. (2019). The comprehension of STEM graphics via a multisensory tablet electronic device by students with visual impairments. Journal of Visual Impairment & Blindness, 113(5), 404–418. https://doi.org/10.1177/0145482X19876463

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  • Haladyna, T. M., Rodriguez, M. C., & Stevens, C. (2019). Are multiple-choice items too fat? Applied Measurement in Education, 32(4), 350–364. https://doi.org/10.1080/08957347.2019.1660348

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  • Hall, S. E. H. (2002). The impact of test accommodations on the performance of students with disabilities (Publication No. 3045478) [Doctoral dissertation, The George Washington University]. ProQuest Dissertations and Theses Global. https://www.proquest.com/docview/305575304
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  • Halla, J. W. (1988). A psychological study of psychometric differences in Graduate Record Examinations general test scores between learning disabled and non-learning disabled adults (Publication No. 8900941) [Doctoral dissertation, Texas Tech University]. ProQuest Dissertations and Theses Global. https://www.proquest.com/docview/303710175
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  • Hamhuis, E., Glas, C., & Meelissen, M. (2020). Tablet assessment in primary education: Are there performance differences between TIMSS’ paper-and-pencil test and tablet test among Dutch grade-four students? British Journal of Educational Technology, 51(6), 2340–2358. https://doi.org/10.1111/bjet.12914

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  • Hansen, E. G., Lee, M. J., & Forer, D. C. (2002). A “self-voicing” test for individuals with visual impairments. Journal of Visual Impairment & Blindness, 96(4), 273–275. https://doi.org/10.1177/0145482X0209600409

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  • Hansen, E. G., Liu, L., Rogat, A., & Hakkinen, M. T. (2016). Designing innovative science assessments that are accessible for students who are blind. Journal of Blindness Innovation and Research, 6(1). https://doi.org/10.5241/6-91

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  • Hansen, E. G., Loew, R. C., Laitusis, C. C., Kushalnagar, P., Pagliaro, C. M., & Kurz, C. (2018). Usability of American Sign Language videos for presenting mathematics assessment content. Journal of Deaf Studies and Deaf Education, 23(3), 284–294. https://doi.org/10.1093/deafed/eny008

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  • Hansen, E. G., Mislevy, R. J., & Steinberg, L. S. (2008). Evidence-centered assessment design for reasoning about accommodations for individuals with disabilities in NAEP reading and mathematics (ETS Research Report No. RR-08-38). ETS. https://doi.org/10.1002/j.2333-8504.2008.tb02124.x

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  • Hanson, K., Brown, B., Levine, R., & Garcia, T. (2001). Should standard calculators be provided in testing situations? An investigation of performance and preference differences. Applied Measurement in Education, 14(1), 59–72. https://doi.org/10.1207/S15324818AME1401_05

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