Accommodations for Students with Disabilities Bibliography: Database

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909 results.
  • Miller, P. (1990). Use of the Peabody Picture Vocabulary Test-Revised (PPVT-R) with individuals with severe speech and motor impairment: Effect of response mode on test results (Publication No. 9110894) [Doctoral dissertation, University of Kansas]. ProQuest Dissertations and Theses Global. https://www.proquest.com/docview/303909546
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  • Mirenda, P., Turoldo, K., & McAvoy, C. (2006). The impact of word prediction software on the written output of students with physical disabilities. Journal of Special Education Technology, 21(3), 5–12. https://doi.org/10.1177/016264340602100301
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  • Miscavage, K. (2018). Use of and satisfaction with support services and accommodations for students with disabilities in higher education (Publication No. 10933839) [Doctoral dissertation, Wilmington University]. ProQuest Dissertations and Theses Global. https://www.proquest.com/docview/2118589129
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  • Moisey, S. D. (2004). Students with disabilities in distance education: Characteristics, course enrollment and completion, and support services. The Journal of Distance Education, 19(1), 73–91. https://www.ijede.ca/index.php/jde/jdearchive
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  • Mollenkopf, W. G. (1960). Time limits and the behavior of test takers. Educational and Psychological Measurement, 20(2), 223–230. https://doi.org/10.1177/001316446002000203

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  • Monagle, K. (2015). Beyond access: An examination of factors that influence use of accommodations by college students with disabilities (Publication No. 10094552) [Doctoral dissertation, Northeastern University]. ProQuest Dissertations and Theses Global. https://www.proquest.com/docview/1780296193
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  • Montani, T. O. (1995). Calculation skills of third-grade children with mathematics and reading difficulties (Publication No. 9524592) [Doctoral dissertation, Rutgers The State University of New Jersey—New Brunswick]. ProQuest Dissertations and Theses Global. https://www.proquest.com/docview/304239245
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  • Moore, J. J. S. (2017). An examination of achievement related factors of students with disabilities at postsecondary institutions (Publication No. 10256801) [Doctoral dissertation, Capella University]. ProQuest Dissertations and Theses Global. https://www.proquest.com/docview/1879723092
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  • Moore, L. D. (2023). Tools of engagement: The role of technology in promoting interaction between college students with disabilities and their educators (Publication No. 30727229) [Doctoral dissertation, North Carolina State University]. ProQuest Dissertations and Theses Global.
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  • Morley, D., Maher, A., Walsh, B., Dinning, T., Lloyd, D., & Pratt, A. (2017). Making reasonable adjustments for pupils with special educational needs and disabilities: Pre-service teachers’ perceptions of an online support resource. British Journal of Special Education, 44(2), 203–219. https://doi.org/10.1111/1467-8578.12175

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  • Morphy, P., & Graham, S. (2012). Word processing programs and weaker writers/readers: A meta-analysis of research findings. Reading and Writing, 25(3), 641–678. https://doi.org/10.1007/s11145-010-9292-5

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  • Morris, C. (1988). Effects of group size and examiner familiarity on the standardized achievement test performance of junior high school remedial readers (Publication No. 9000751) [Doctoral dissertation, University of Miami]. ProQuest Dissertations and Theses Global. https://www.proquest.com/docview/303706642
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  • Mowl, H. M., Jr. (1985). Performance of deaf students on a standard and modified minimum competency test (Publication No. 8601420) [Doctoral dissertation, University of Pittsburgh]. ProQuest Dissertations and Theses Global. https://www.proquest.com/docview/303398077
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  • Mull, C., Sitlington, P. L., & Alper, S. (2001). Postsecondary education for students with learning disabilities: A synthesis of the literature. Exceptional Children, 68(1), 97–118. https://doi.org/10.1177/001440290106800106
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  • Munger, G. F., & Loyd, B. H. (1991). Effect of speededness on test performance of handicapped and nonhandicapped examinees. The Journal of Educational Research, 85(1), 53–57. https://doi.org/10.1080/00220671.1991.10702812

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  • Munson, S. M. (1987). Regular education teacher modifications for mainstreamed mildly handicapped students. The Journal of Special Education, 20(4), 489–502. https://doi.org/10.1177/002246698602000409

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  • Murders, M. (2017). A phenomenological study of the online education experiences of college students with learning disabilities (Publication No. 10635327) [Doctoral dissertation, University of Arkansas, Fayetteville]. ProQuest Dissertations and Theses Global. https://www.proquest.com/docview/1964264271
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  • Murray, A., & Sotardi, V. (2022). Exploring experiences and academic outcomes of first-year university students with and without perceived disabilities or impairments. International Journal of Disability, Development and Education, 69(5), 1678–1693. https://doi.org/10.1080/1034912X.2020.1811842
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  • Murray, C., Flannery, B. K., & Wren, C. (2008). University staff members’ attitudes and knowledge about learning disabilities and disability support services. Journal of Postsecondary Education and Disability, 21(2), 73–90. https://www.ahead.org/professional-resources/publications/jped
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  • Murray, C., Wren, C. T., & Keys, C. (2008). University faculty perceptions of students with learning disabilities: Correlates and group differences. Learning Disability Quarterly, 31(3), 95–113. https://doi.org/10.2307/25474642
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