Accommodations for Students with Disabilities Bibliography: Database

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935 results.
  • 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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  • Fuchs, D., Fuchs, L. S., & Power, M. H. (1987). Effects of examiner familiarity on LD and MR students’ language performance. Remedial and Special Education, 8(4), 47–52. https://doi.org/10.1177/074193258700800407

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  • Fuchs, D., Fuchs, L. S., Dailey, A. M., & Power, M. H. (1985). The effect of examiners’ personal familiarity and professional experience on handicapped children’s test performance. The Journal of Educational Research, 78(1), 141–146. https://doi.org/10.1080/00220671.1985.10885589

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  • Fuchs, D., Fuchs, L. S., Garwick, D. R., & Featherstone, N. (1983). Test performance of language-handicapped children with familiar and unfamiliar examiners. The Journal of Psychology, 114(1), 37–46. https://doi.org/10.1080/00223980.1983.9915393

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  • Fuchs, L. S. (2000). Research report on math. The validity of test accommodations for students with learning disabilities: Differential item performance on mathematics tests as a function of test accommodations and disability status. University of Delaware Education Research and Development Center.

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  • Fuchs, L. S. (2000). Research report on reading. The validity of test accommodations for students with learning disabilities: Differential item performance on reading tests as a function of test accommodations and disability status. University of Delaware Education Research and Development Center. http://www.doe.k12.de.us/aab/files/Atch5.pdf

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  • Fuchs, L. S., Fuchs, D., Eaton, S. B., Hamlett, C. L., & Karns, K. M. (2000). Supplementing teacher judgments of mathematics test accommodations with objective data sources. School Psychology Review, 29(1), 65–85. https://doi.org/10.1080/02796015.2000.12085998
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  • Fuchs, L. S., Fuchs, D., Eaton, S. B., Hamlett, C. L., Binkley, E., & Crouch, R. (2000). Using objective data sources to enhance teacher judgments about test accommodations. Exceptional Children, 67(1), 67–81. https://doi.org/10.1177/001440290006700105

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  • Fullarton, S., & Duquette, C. (2016). Experiences of students with learning disabilities in Ontario universities: A case study. International Journal of Special Education, 31(1), 55–67. https://www.internationalsped.com/ijse/index
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  • Gagnon, J. C., & McLaughlin, M. J. (2004). Curriculum, assessment, and accountability in day treatment and residential schools. Exceptional Children, 70(3), 263–283. https://doi.org/10.1177/001440290407000301

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  • Gajria, M., Salend, S. J., & Hemrick, M. A. (1994). Teacher acceptability of testing modifications for mainstreamed students. Learning Disabilities Research & Practice, 9(4), 236–243. https://onlinelibrary.wiley.com/journal/15405826
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  • Galbraith, G., Ott, J., & Johnson, C. M. (1986). The effects of token reinforcement on WISC-R performance of low-socioeconomic Hispanic second-graders. Behavioral Assessment, 8(2), 191–194. http://psycnet.apa.org/psycinfo/1987-11110-001

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  • Gallego, M., & Busch, C. (2015). Towards the inclusion of students with disabilities: Accessibility in language courses. Innovative Higher Education, 40(5), 387–398. https://doi.org/10.1007/s10755-015-9321-z

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  • Gallina, N. B. (1990). Tourette’s Syndrome children: Significant achievement and social behavior variables (Publication No. 9000024) [Doctoral dissertation, City University of New York]. ProQuest Dissertations and Theses Global. https://www.proquest.com/docview/303694991
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  • Gandhi, A. G., Ogut, B., Stein, L., Bzura, R., & Danielson, L. (2017). Enhancing accessibility for students with decoding difficulties on large-scale reading assessments. Journal of Learning Disabilities, 51(6), 540–551. https://doi.org/10.1177/0022219417714774

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