Accommodations for Students with Disabilities Bibliography: Database

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935 results.

  • Hollenbeck, K., Tindal, G., Harniss, M., & Almond, P. (1999). The effect of using computers as an accommodation in a statewide writing test. University of Oregon Research Consultation, and Teaching Program.

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  • Hollenbeck, K., Tindal, G., Stieber, S., & Harniss, M. (1999). Handwritten versus word-processed statewide compositions: Do judges rate them differently? University of Oregon Research Consultation, and Teaching Program.

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  • Holmes, A., & Silvestri, R. (2012). Assistive technology use by students with LD in postsecondary education: A case of application before investigation? Canadian Journal of School Psychology, 27(1), 81–97. https://doi.org/10.1177/0829573512437018

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  • Holmes, A., & Silvestri, R. (2019). Extra time or unused time? What data from a college testing center tells us about 50% extra time as an accommodation for students with learning disabilities. Psychological Injury and Law, 12(1), 7–16. https://doi.org/10.1007/s12207-019-09339-9

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  • Hong, N., Kim, J., Kwon, J.-H., Eom, H., & Kim, E. (2022). Effect of distractors on sustained attention and hyperactivity in youth with Attention Deficit Hyperactivity Disorder using a mobile virtual reality school program. Journal of Attention Disorders, 26(3), 358–369. https://doi.org/10.1177/1087054720986229
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  • Horkay, N., Bennett, R. E., Allen, N., Kaplan, B., & Yan, F. (2006). Does it matter if I take my writing test on computer? An empirical study of mode effects in NAEP. The Journal of Technology, Learning, and Assessment, 5(2). https://ejournals.bc.edu/ojs/index.php/jtla/issue/archive

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  • Horton, S. (1985). A study of the efficacy of teaching educable mentally retarded adolescents to solve subtraction problems with pencil and paper and calculators under several treatment conditions (Publication No. 8508059) [Doctoral dissertation, University of Washington]. ProQuest Dissertations and Theses Global. https://www.proquest.com/docview/303314676
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  • Horton, S. (1985). Computational rates of educable mentally retarded adolescents with and without calculators in comparison to normals. Education and Training of the Mentally Retarded, 20(1), 14–24. https://www.jstor.org/stable/23877279

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  • Horton, S. V., & Lovitt, T. C. (1994). A comparison of two methods of administering group reading inventories to diverse learners. Remedial and Special Education, 15(6), 378–390. https://doi.org/10.1177/074193259401500606

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  • Horton, S. V., Lovitt, T. C., & White, O. (1992). Teaching mathematics to adolescents classified as educable mentally handicapped: Using calculators to remove the computational onus. Remedial and Special Education, 13(3), 36–60. https://doi.org/10.1177/074193259201300304

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  • Horvath, L. S., Kampfer-Bohach, S., & Kearns, J. F. (2005). The use of accommodations among students with deafblindness in large-scale assessment systems. Journal of Disability Policy Studies, 16(3), 177–187. https://doi.org/10.1177/10442073050160030501

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  • Hott, B. L., & Brigham, F. (2020). Effects of response options on the mathematics performance of secondary students with emotional or behavioral disorders. Exceptionality, 28(1), 1–15. https://doi.org/10.1080/09362835.2018.1480950

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  • Hubbell, J. V. M. (2024). Examining reading comprehension accommodations for students with reading difficulties: The simple view of reading (Publication No. 31332316) [Doctoral dissertation, Michigan State University]. ProQuest Dissertations and Theses Global. https://www.proquest.com/docview/3075013464
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  • Huesman, R. L., Jr. (1999). The validity of ITBS reading comprehension test scores for learning disabled and non learning disabled students under extended-time conditions (Publication No. 9933381) [Doctoral dissertation, The University of Iowa]. ProQuest Dissertations and Theses Global. https://www.proquest.com/docview/304511173
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  • Huesman, R., & Frisbie, D. (2000, April). The validity of ITBS reading comprehension test scores for learning disabled and non learning disabled students under extended-time conditions. Annual meeting of the National Council on Measurement in Education (NCME), New Orleans, LA, United States. https://eric.ed.gov/?id=ED442210

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  • Huggins, A. C., & Elbaum, B. (2013). Test accommodations and equating invariance on a fifth-grade science exam. Educational Assessment, 18(1), 49–72. https://doi.org/10.1080/10627197.2013.761536
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  • Huynh, H., & Barton, K. E. (2006). Performance of students with disabilities under regular and oral administrations of a high-stakes reading examination. Applied Measurement in Education, 19(1), 21–39. https://doi.org/10.1207/s15324818ame1901_2

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  • Huynh, H., Meyer, J. P., & Gallant, D. J. (2004). Comparability of student performance between regular and oral administrations for a high-stakes mathematics test. Applied Measurement in Education, 17(1), 39–57. https://doi.org/10.1207/s15324818ame1701_3

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  • Huynh, H., Meyer, J. P., & Gallant-Taylor, D. (2002, April). Comparability of scores of accommodated and non-accommodated testings for a high school exit examination of mathematics. Annual meeting of the National Council on Measurement in Education, New Orleans, LA, United States.

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  • Idstein, B. E. (2003). Dictionary use during reading comprehension tests: An aid or a diversion? (Publication No. 3080864) [Doctoral dissertation, Indiana University of Pennsylvania]. ProQuest Dissertations and Theses Global. https://www.proquest.com/docview/288236820
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