Accommodations for Students with Disabilities Bibliography: Database

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938 results.

  • Koretz, D., & Hamilton, L. (2000). Assessment of students with disabilities in Kentucky: Inclusion, student performance, and validity. Educational Evaluation and Policy Analysis, 22(3), 255–272. https://doi.org/10.3102/01623737022003255

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  • Koretz, D., & Hamilton, L. (2001). The performance of students with disabilities on New York’s Revised Regents Comprehensive Examination in English (CSE Report No. 540). University of California, Los Angeles, National Center for Research on Evaluation, Standards, and Student Testing (CRESST). https://cresst.org/publications/cresst-publication-2912/
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  • Kosciolek, S., & Ysseldyke, J. E. (2000). Effects of a reading accommodation on the validity of a reading test (Technical Report No. 28). University of Minnesota, National Center on Educational Outcomes. https://nceo.info/Resources/publications/OnlinePubs/Technical28.htm
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  • Koutsoftas, A. D., & Gray, S. (2012). Comparison of narrative and expository writing in students with and without language-learning disabilities. Language, Speech, and Hearing Services in Schools, 43(4), 395–409. https://doi.org/10.1044/0161-1461(2012/11-0018)

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  • Kurth, N., & Mellard, D. (2006). Student perceptions of the accommodation process in postsecondary education. Journal of Postsecondary Education and Disability, 19(1), 71–84. https://www.ahead.org/professional-resources/publications/jped
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  • Kusek, T. A. (2017). A qualitative examination of community college instructors’ strategies for engaging students with physical disabilities (Publication No. 10599659) [Doctoral dissertation, Capella University]. ProQuest Dissertations and Theses Global. https://www.proquest.com/docview/1936306467
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  • Kuti, L. M. (2011). Accommodations for English language learners with disabilities in federally-mandated statewide English language proficiency assessment (Publication No. 3468551) [Doctoral dissertation, Virginia Commonwealth University]. ProQuest Dissertations and Theses Global. https://www.proquest.com/docview/888048530
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  • Kutscher, E. L., & Tuckwiller, E. D. (2019). Persistence in higher education for students with disabilities: A mixed systematic review. Journal of Diversity in Higher Education, 12(2), 136–155. https://doi.org/10.1037/dhe0000088

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  • Laitusis, C. C. (2010). Examining the impact of audio presentation on tests of reading comprehension. Applied Measurement in Education, 23(2), 153–167. https://doi.org/10.1080/08957341003673815

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  • Laitusis, C. C., Morgan, D. L., Bridgeman, B., Zanna, J., & Stone, E. (2007). Examination of fatigue effects from extended-time accommodations on the SAT reasoning test (College Board Research Report No. 2007-1). The College Board. https://professionals.collegeboard.org/

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  • Lam, E. A., Rose, S., & McMaster, K. L. (2020). Technical characteristics of curriculum-based measurement with students who are deaf. Journal of Deaf Studies and Deaf Education, 25(3), 318–333. https://doi.org/10.1093/deafed/enaa003

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  • Lambert, D., Dodd, J. M., Christensen, L., & Fishbaugh, M. S. E. (1996). Rural secondary teachers’ willingness to provide accommodations for students with learning disabilities. Rural Special Education Quarterly, 15(2), 36–42. https://doi.org/10.1177/875687059601500207

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  • Lamond, B., & Cunningham, T. (2020). Understanding teacher perceptions of assistive technology. Journal of Special Education Technology, 35(2), 97–108. https://doi.org/10.1177/0162643419841550

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  • Landau, S., Russell, M., Gourgey, K., Erin, J. N., & Cowan, J. (2003). Use of the talking tactile tablet in mathematics testing. Journal of Visual Impairment & Blindness, 97(2), 85–96. https://doi.org/10.1177/0145482X0309700204

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  • Lane, S., & Leventhal, B. (2015). Psychometric challenges in assessing English language learners and students with disabilities. Review of Research in Education, 39(1), 165–214. https://doi.org/10.3102/0091732X14556073

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  • Lang, S. C., Cowell, E. L., Kumke, P. J., & Ray, C. E. (2003). The consequences of using testing accommodations: Student, teacher, and parent reactions to and perceptions of testing accommodations (WCER Working Paper No. 2003–3). University of Wisconsin-Madison, Wisconsin Center for Education Research. http://wcer.wisc.edu/publications/working-papers

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  • Lang, S. C., Elliott, S. N., Bolt, D. M., & Kratochwill, T. R. (2008). The effects of testing accommodations on students’ performances and reactions to testing. School Psychology Quarterly, 23(1), 107–124. https://doi.org/10.1037/1045-3830.23.1.107

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  • Lang, S. C., Kumke, P. J., Ray, C. E., Cowell, E. L., Elliott, S. N., Kratochwill, T. R., & Bolt, D. M. (2005). Consequences of using testing accommodations: Student, teacher, and parent perceptions of and reactions to testing accommodations. Assessment for Effective Intervention, 31(1), 49–62. https://doi.org/10.1177/073724770503100105

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  • Lange, A. A., McPhillips, M., Mulhern, G., & Wylie, J. (2006). Assistive software tools for secondary-level students with literacy difficulties. Journal of Special Education Technology, 21(3), 13–22. https://www.isetcec.org/journal-of-special-education-technology-jset/
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  • Lauter, J. A. (2023). Perceptions of educators supporting students with disabilities in community colleges: A narrative inquiry (Publication No. 30427040) [Doctoral dissertation, Northcentral University]. ProQuest Dissertations and Theses Global. https://www.proquest.com/docview/2836142981
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