Accommodations for Students with Disabilities Bibliography: Database

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827 results.
  • Bielinski, J., Sheinker, A., & Ysseldyke, J. (2003). Varied opinions on how to report accommodated test scores: Findings based on CTB/McGraw-Hill’s framework for classifying accommodations (Synthesis Report No. 49). University of Minnesota, National Center on Educational Outcomes. https://nceo.info/Resources/publications/OnlinePubs/Synthesis49.html
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  • Bielinski, J., Thurlow, M., Ysseldyke, J., Freidebach, J., & Freidebach, M. (2001). Read-aloud accommodations: Effects on multiple-choice reading and math items (Technical Report No. 31). University of Minnesota, National Center on Educational Outcomes. https://nceo.info/Resources/publications/OnlinePubs/Technical31.htm
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  • Bishop-Temple, C. (2007). The effects of interactive read-alouds on the reading achievement of middle grade reading students in a core remedial program (Publication No. 3287381) [Doctoral dissertation, Florida Atlantic University]. ProQuest Dissertations and Theses Global.

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  • Blanding, K. M., Richards, J., Bradley-Johnson, S., & Johnson, M. J. (1994). The effect of token reinforcement on McCarthy Scale performance for white preschoolers of low and high social position. Journal of Behavioral Education, 4(1), 33–39. https://doi.org/10.1007/BF01560507

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  • Blaskey, P., Scheiman, M., Parisi, M., Ciner, E. B., Gallaway, M., & Selznick, R. (1990). The effectiveness of Irlen Filters for improving reading performance: A pilot study. Journal of Learning Disabilities, 23(10), 604–612. https://doi.org/10.1177/002221949002301007

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  • Boeltzig-Brown, H. (2017). Disability and career services provision for students with disabilities at institutions of higher education in Japan: An overview of key legislation, policies, and practices. Journal of Postsecondary Education and Disability, 30(1), 61–81. https://www.ahead.org/publications/jped

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  • Bohack, K. (2021). The effect of computer familiarity on computer-based assessment in mathematics (Publication No. 28317900) [Doctoral dissertation, Hofstra University]. ProQuest Dissertations and Theses Global.

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  • Bolt, S. E. (2004). Examining empirical evidence for several commonly held beliefs and disputes about testing accommodations (Publication No. 3134567) [Doctoral dissertation, University of Minnesota]. ProQuest Dissertations and Theses Global.

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  • Bolt, S. E. (2004, April 13). Using DIF analyses to examine several commonly-held beliefs about testing accommodations for students with disabilities [Paper presentation]. Annual meeting of the National Council on Measurement in Education, San Diego, CA, United States. https://nceo.umn.edu/docs/Presentations/NCME04bolt.pdf

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  • Bolt, S. E., & Thurlow, M. (2004). Five of the most frequently allowed testing accommodations in state policy: Synthesis of research. Remedial and Special Education, 25(3), 141–152. https://doi.org/10.1177/07419325040250030201

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  • Bolt, S. E., & Thurlow, M. L. (2007). Item-level effects of the read-aloud accommodation for students with reading disabilities. Assessment for Effective Intervention, 33(1), 15–28. https://doi.org/10.1177/15345084070330010301

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  • Bolt, S. E., & Ysseldyke, J. (2008). Accommodating students with disabilities in large-scale testing: A comparison of differential item functioning (DIF) identified across disability types. Journal of Psychoeducational Assessment, 26(2), 121–138. https://doi.org/10.1177/0734282907307703

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  • Bolt, S. E., & Ysseldyke, J. E. (2006). Comparing DIF across math and reading/language arts tests for students receiving a read-aloud accommodation. Applied Measurement in Education, 19(4), 329–355. https://doi.org/10.1207/s15324818ame1904_6

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  • Bolt, S. E., Decker, D. M., Lloyd, M., & Morlock, L. (2011). Students’ perceptions of accommodations in high school and college. Career Development for Exceptional Individuals, 34(3), 165–175. https://doi.org/10.1177/0885728811415098

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  • Bolt, S., & Bielinski, J. (2002, April). The effects of the read aloud accommodation on math test items [Paper presentation]. Annual meeting of the National Council on Measurement in Education (NCME), New Orleans, LA, United States.

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  • Bone, E. K., & Bouck, E. C. (2018). Evaluating calculators as accommodations for secondary students with disabilities. Learning Disabilities: A Multidisciplinary Journal, 23(1), 35–49. https://doi.org/10.18666/LDMJ-2018-V23-I1-8437

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  • Booths, A. L. (2022). Perceptions of high-tech assistive technology held by students with visual impairments. Journal of Visual Impairment & Blindness, 116(4), 558–562. https://doi.org/10.1177/0145482X221120022
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  • Botello, J. A. (2014). Comparing the effect of two types of computer screen background lighting on students’ reading engagement and achievement (Publication No. 3618650) [Doctoral dissertation, Lindenwood University]. ProQuest Dissertations and Theses Global.

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  • Bottsford-Miller, N. A. (2008). A cross-sectional study of reported inconsistency in accommodation use in the classroom and standardized test settings for elementary and middle school students with disabilities (Publication No. 3343545) [Doctoral dissertation, University of Minnesota]. ProQuest Dissertations and Theses Global.

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  • Bouck, E. (2010). Does type matter: Evaluating the effectiveness of four-function and graphing calculators. Journal of Computers in Mathematics and Science Teaching, 29(1), 5–17. https://www.aace.org/pubs/jcmst/

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