Accommodations for Students with Disabilities Bibliography: Database

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935 results.

  • Lewis, D., Green, D. R., & Miller, L. (1999, June). Using differential item functioning analyses to assess the validity of testing accommodated students with disabilities [Paper presentation]. Council of Chief State School Officers (CCSSO) National Conference on Large-Scale Assessment, Snowbird, UT, United States.

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  • Lewis, K., & Nolan, C. (2013). Examination accommodations for students with sensory defensiveness. Journal of Postsecondary Education and Disability, 26(2), 163–181. https://www.ahead.org/professional-resources/publications/jped
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  • Leyser, Y., Greenberger, L., Sharoni, V., & Vogel, G. (2011). Students with disabilities in teacher education: Changes in faculty attitudes toward accommodations over ten years. International Journal of Special Education, 26(1), 162–174. https://www.internationalsped.com/ijse
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  • Li, H. (2014). The effects of read-aloud accommodations for students with and without disabilities: A meta-analysis. Educational Measurement: Issues and Practice, 33(3), 3–16. https://doi.org/10.1111/emip.12027

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  • Lin, P. Y., & Lin, Y. C. (2013). The impact of setting accommodation on large-scale assessment of English language learners with and without learning disabilities: Balanced vs. unbalanced data in latent class analyses. Journal of Studies in Education, 3(2), 1–19. https://doi.org/10.5296/jse.v3i2.3371

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  • Lin, P. Y., & Lin, Y. C. (2014). Examining student factors in sources of setting accommodation DIF. Educational and Psychological Measurement, 74(5), 759–794. https://doi.org/10.1177/0013164413514053

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  • Lin, P. Y., Childs, R. A., & Lin, Y. C. (2016). Untangling complex effects of disabilities and accommodations within a multilevel IRT framework. Quality & Quantity, 50(6), 2767–2788. https://doi.org/10.1007/s11135-015-0288-8

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  • Lin, P.-Y. (2022). Secondary special education teachers’ experience with accessibility supports and accommodations before and during COVID-19. Research on Education and Media, 14(2), 64–70. https://doi.org/10.2478/rem-2022-0023
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  • Lin, P.-Y., & Lin, Y.-C. (2016). Examining accommodation effects for equity by overcoming a methodological challenge of sparse data. Research in Developmental Disabilities, 51–52, 10–22. https://doi.org/10.1016/j.ridd.2015.12.012

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  • Linder, E. A. (1990). Learning disabled college students: A psychological assessment of scholastic aptitude (Publication No. 9010730) [Doctoral dissertation, Texas Tech University]. ProQuest Dissertations and Theses Global. https://www.proquest.com/docview/303831059
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  • Lindstrom, J. H. (2007). Determining appropriate accommodations for postsecondary students with reading and written expression disorders. Learning Disabilities Research & Practice, 22(4), 229–236. https://doi.org/10.1111/j.1540-5826.2007.00251.x

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  • Lindstrom, J. H. (2010). Mathematics assessment accommodations: Implications of differential boost for students with learning disabilities. Intervention in School and Clinic, 46(1), 5–12. https://doi.org/10.1177/1053451210369517

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  • Lindstrom, J. H., & Gregg, N. (2007). The role of extended time on the SAT for students with learning disabilities and/or attention-deficit/hyperactivity disorder. Learning Disabilities Research & Practice, 22(2), 85–95. https://doi.org/10.1111/j.1540-5826.2007.00233.x

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  • Lindstrom, J. H., & Tuckwiller, E. D. (2008). Extended test time, read aloud, and student characteristics: A summary of empirical findings. Learning Disabilities: A Multidisciplinary Journal, 15(3), 93–104. https://js.sagamorepub.com/ldmj/

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  • Lindstrom, W., Lindstrom, J. H., Barefield, T. T., Slaughter, M. H., & Benson, E. W. (2021). Examination of extended time use among postsecondary students with non-apparent disabilities. Journal of Postsecondary Education and Disability, 34(4), 297–309. https://www.ahead.org/professional-resources/publications/jped
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  • Lipscomb, T. T. (2012). Teachers’ perceptions regarding the effectiveness of accommodations for students with specific learning disabilities (Publication No. 3503089) [Doctoral dissertation, Capella University]. ProQuest Dissertations and Theses Global.

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  • Liu, C., Zhang, D., Pandolpho, M., & Yi, J. (2023). Effects of principled digitalized interactive components on geometry computer-based assessment in high schoolers with learning difficulties in mathematics: A preliminary investigation. Assessment for Effective Intervention, 49(1), 29–40. https://doi.org/10.1177/15345084231203235
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  • Logan, J. P. (2009). The affective and motivational impact of the test accommodation extended time based on students’ performance goal orientations (Publication No. 3361357) [Doctoral dissertation, Fordham University]. ProQuest Dissertations and Theses Global. https://www.proquest.com/docview/304879700
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  • Logan-Nyonnoh, R. T. (2017). Learning disability and the college student experience as perceived by support staff who provide services (Publication No. 10283262) [Doctoral dissertation, Keiser University]. ProQuest Dissertations and Theses Global. https://www.proquest.com/docview/1906325443
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  • Long, H., Bouck, E., & Domka, A. (2021). Manipulating algebra: Comparing concrete and virtual algebra tiles for students with intellectual and developmental disabilities. Exceptionality, 29(3), 197–214. https://doi.org/10.1080/09362835.2020.1850454

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