Accommodations for Students with Disabilities Bibliography: Database

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909 results.

  • Hanson, M., Hayes, J., Schriver, K., LeMahieu, P. G., & Brown, P. J. (1998). A plain language approach to the revision of test items. University of Delaware Education Research and Development Center.

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  • Harding, S., Chauhan-Sims, M., Oxley, E., & Nash, H. M. (2023). A Delphi study exploring the barriers to dyslexia diagnosis and support: A parent’s perspective. Dyslexia, 29(3), 162–178. https://doi.org/10.1002/dys.1743
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  • Harker, J. K., & Feldt, L. S. (1993). A comparison of achievement test performance of nondisabled students under silent reading and reading plus listening modes of administration. Applied Measurement in Education, 6(4), 307–320. https://doi.org/10.1207/s15324818ame0604_4

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  • Harris, G. S. (1992). Assessing problem-solving skills on selected questions from the Scholastic Aptitude Test (Publication No. 9231377) [Doctoral dissertation, Rutgers The State University of New Jersey-New Brunswick]. ProQuest Dissertations and Theses Global. https://www.proquest.com/docview/303997387
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  • Harris, L. W. S. (2008). Comparison of student performance between teacher read and CD-ROM delivered modes of test administration of English language arts tests (Publication No. 3321402) [Doctoral dissertation, University of South Carolina]. ProQuest Dissertations and Theses Global. https://www.proquest.com/docview/304458812
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  • Harrison, A. G., & Armstrong, I. (2022). Accommodation decision-making for postsecondary students with ADHD: Treating the able as disabled. Psychological Injury and Law, 15(4), 367–384. https://doi.org/10.1007/s12207-022-09461-1
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  • Harrison, A. G., Pollock, B., & Holmes, A. (2022). Provision of extended assessment time in post-secondary settings: A review of the literature and proposed guidelines for practice. Psychological Injury and Law, 15(3), 295–306. https://doi.org/10.1007/s12207-022-09451-3
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  • Hasselbring, T. S., & Crossland, C. L. (1982). Application of microcomputer technology to spelling assessment of learning disabled students. Learning Disability Quarterly, 5(1), 80–82. https://doi.org/10.2307/1510620

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  • Hawpe, J. C. (2013). Secondary teachers’ attitudes toward and willingness to provide accommodations and modifications for students with disabilities (Publication No. 3538967) [Doctoral dissertation, Baker University]. ProQuest Dissertations and Theses Global. https://www.proquest.com/docview/1328120165
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  • Haydon, T., Hawkins, R., Derune, H., Kimener, H., McCoy, D., & Basham, J. (2012). A comparison of iPads and worksheets on math skills of high school students with emotional disturbance. Behavioral Disorders, 37(4), 232–243. https://doi.org/10.1177/019874291203700404

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  • Haynes, L. T., & Cole, N. S. (1982, April). Testing some assumptions about on-level versus out-of-level achievement testing. Annual meeting of the National Council on Measurement in Education (NCME), New York, NY, United States.

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  • Helwig, R., & Tindal, G. (2003). An experimental analysis of accommodation decisions on large-scale mathematics tests. Exceptional Children, 69(2), 211–225. https://doi.org/10.1177/001440290306900206

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  • Helwig, R., Rozek-Tedesco, M. A., & Tindal, G. (2002). An oral versus a standard administration of a large-scale mathematics test. The Journal of Special Education, 36(1), 39–47. https://doi.org/10.1177/00224669020360010401

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  • Helwig, R., Rozek-Tedesco, M. A., & Tindal, G. (2002). An oral versus standard administration of a large-scale mathematics test. University of Delaware Education Research and Development Center.

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  • Helwig, R., Rozek-Tedesco, M. A., Tindal, G., Heath, B., & Almond, P. (1999). Reading as an access to mathematics problem solving on multiple-choice tests for sixth-grade students. The Journal of Educational Research, 93(2), 113–125. https://doi.org/10.1080/00220679909597635

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  • Helwig, R., Stieber, S., Tindal, G., Hollenbeck, K., Heath, B., & Almond, P. (1999). A comparison of factor analyses of handwritten and word-processed writing of middle school students. University of Oregon Research Consultation, and Teaching Program.

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  • Helwig, R., Stieber, S., Tindal, G., Hollenbeck, K., Heath, B., & Almond, P. (2000). A comparison of factor analyses of handwritten and word-processed writing of middle school students. University of Oregon Research Consultation, and Teaching Program. http://www.brtprojects.org/publications

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  • Herridge, A. S. (2017). First-year performance: Students with disabilities transitioning to college from high school. College Student Affairs Leadership, 4(1), article 4. https://scholarworks.gvsu.edu/csal/
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  • Hetzroni, O. E., & Shrieber, B. (2004). Word processing as an assistive technology tool for enhancing academic outcomes of students with writing disabilities in the general classroom. Journal of Learning Disabilities, 37(2), 143–154. https://doi.org/10.1177/00222194040370020501

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  • Hewett, R., Douglas, G., McLinden, M., & Keil, S. (2017). Developing an inclusive learning environment for students with visual impairment in higher education: Progressive mutual accommodation and learner experiences in the United Kingdom. European Journal of Special Needs Education, 32(1), 89–109. https://doi.org/10.1080/08856257.2016.1254971

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