Accommodations for Students with Disabilities Bibliography: Database

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827 results.

  • Anderson, A. H., Carter, M., & Stephenson, J. (2018). Perspectives of university students with autism spectrum disorder. Journal of Autism and Developmental Disorders, 48(3), 651–665. https://doi.org/10.1007/s10803-017-3257-3

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  • Anjorin, I. (2009). High-stakes tests for students with specific learning disabilities: Disability-based differential item functioning (Publication No. 3390841) [Doctoral dissertation, Southern Illinois University at Carbondale]. ProQuest Dissertations and Theses Global.

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  • Ansell, E., & Pagliaro, C. (2006). The relative difficulty of signed arithmetic story problems for primary level deaf and hard-of-hearing students. Journal of Deaf Studies and Deaf Education, 11(2), 153–170. https://doi.org/10.1093/deafed/enj030

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  • Antalek, E. E. (2005). The relationships between specific learning disability attributes and written language: A study of the performance of learning disabled high school subjects completing the TOWL-3 (Publication No. 3154958) [Doctoral dissertation, Clark University]. ProQuest Dissertations and Theses Global.

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  • Arce-Ferrer, A. J., & Guzman, E. M. (2009). Studying the equivalence of computer-delivered and paper-based administrations of the Raven standard progressive matrices test. Educational and Psychological Measurement, 69(5), 855–867. https://doi.org/10.1177/0013164409332219

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  • Arnold, V., Legas, J., Obler, S., Pacheco, M. A., Russell, C., & Umbdenstock, L. (1990). Do students get higher scores on their word-processed papers? A study of bias in scoring hand-written vs. word-processed papers (pp. 1–33). Rio Hondo College. http://www.eric.ed.gov/ERICDocs/data/ericdocs2sql/content_storage_01/0000019b/80/24/0e/0d.pdf

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  • Atchison, B. T. (2008). Assistive technology as an accommodation on accountability assessments: An analysis of attitudes and knowledge of special education professionals (Publication No. 3310867) [Doctoral dissertation, Kansas State University]. ProQuest Dissertations and Theses Global.

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  • Ayllon, T., & Kelly, K. (1972). Effects of reinforcement on standardized test performance. Journal of Applied Behavior Analysis, 5(4), 477–484. https://doi.org/10.1901/jaba.1972.5-477

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  • Ayrer, J. E., & McNamara, T. C. (1973). Survey testing on an out-of-level basis. Journal of Educational Measurement, 10(2), 79–84. https://doi.org/10.1111/j.1745-3984.1973.tb00785.x

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  • Bachor, D. G. (1979). Suggestions for modifications in testing low-achieving adolescents. The Journal of Special Education, 13(4), 443–452. https://doi.org/10.1177/002246697901300411

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  • Baker, J. S. (2005). Effect of extended time testing accommodations on grade point averages of college students with learning disabilities (Publication No. 3205714) [Doctoral dissertation, Capella University]. ProQuest Dissertations and Theses Global.

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  • Baker, T. T. (2021). Support for students with disabilities: How awareness and accommodations differ across faculty members within the postsecondary context (Publication No. 28539983) [Doctoral dissertation, Pepperdine University]. ProQuest Dissertations and Theses Global.

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  • Banerjee, M., & Shaw, S. F. (2007). High-stakes test accommodations: Documentation review by testing agencies in an era of change. Assessment for Effective Intervention, 32(3), 171–180. https://doi.org/10.1177/15345084070320030501

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  • Bara, F., Gentaz, E., & Valente, D. (2018). The effect of tactile illustrations on comprehension of storybooks by three children with visual impairments: An exploratory study. Journal of Visual Impairment & Blindness, 112(6), 759–765. https://doi.org/10.1177/0145482X1811200610

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  • Barberi, B. D. (2017). Support services for freshmen with disabilities at postsecondary institutions in northeast Tennessee (Publication No. 10602645) [Doctoral dissertation, Lincoln Memorial University]. ProQuest Dissertations and Theses Global.

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  • Barnard-Brak, L., & Kudesey, C. (2022). Registering for accommodations among college students with psychological disorders. Journal of Postsecondary Education and Disability, 35(3), 203–211. http://www.ahead.org/publications/jped
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  • Barnard-Brak, L., & Sulak, T. (2010). Online versus face-to-face accommodations among college students with disabilities. The American Journal of Distance Education, 24(2), 81–91. https://doi.org/10.1080/08923641003604251

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  • Barnard-Brak, L., Davis, T., Tate, A., & Sulak, T. (2009). Attitudes as a predictor of college students requesting accommodations. Journal of Vocational Rehabilitation, 31(3), 189–198. https://doi.org/10.3233/JVR-2009-0488

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  • Barnard-Brak, L., Sulak, T., Tate, A., & Lechtenberger, D. (2010). Measuring college students’ attitudes toward requesting accommodations: A national multi-institutional study. Assessment for Effective Intervention, 35(3), 141–147. https://doi.org/10.1177/1534508409358900

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  • Barnett, J. E. H., & Gay, C. (2015). Accommodating students with epilepsy or seizure disorders: Effective strategies for teachers. Physical Disabilities: Education and Related Services, 34(1), 1–13. https://doi.org/10.14434/pders.v34i1.13258

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