Accommodations for Students with Disabilities Bibliography: Database

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938 results.
  • Nelson, J. R., Dodd, J. M., & Smith, D. J. (1990). Faculty willingness to accommodate students with learning disabilities: A comparison among academic divisions. Journal of Learning Disabilities, 23(3), 185–189. https://doi.org/10.1177/002221949002300309
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  • Nelson, J. S., Jayanthi, M., Epstein, , Bursuck, M. H., & William, D. (2000). Student preferences for adaptations in classroom testing. Remedial and Special Education, 21(1), 41–52. https://doi.org/10.1177/074193250002100106

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  • Nelson, L. M., & Reynolds, T. W. (2015). Speech recognition, disability, and college composition. Journal of Postsecondary Education and Disability, 28(2), 181–197. https://www.ahead.org/professional-resources/publications/jped
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  • Neri, N. C., & Retelsdorf, J. (2022). Do students with specific learning disorders with impairments in reading benefit from linguistic simplification of test items in science? Exceptional Children, 89(1), 23–41. https://doi.org/10.1177/00144029221094049
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  • Neville, E. K. (1995). The effects of assessment modifications on the classroom testing performance of students with learning disabilities (Publication No. 9533299) [Doctoral dissertation, The Johns Hopkins University]. ProQuest Dissertations and Theses Global. https://www.proquest.com/docview/304188125
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  • Newman, L. A., & Madaus, J. W. (2015). An analysis of factors related to receipt of accommodations and services by postsecondary students with disabilities. Remedial and Special Education, 36(4), 208–219. https://doi.org/10.1177/0741932515572912

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  • Newman, L. A., & Madaus, J. W. (2015). Reported accommodations and supports provided to secondary and postsecondary students with disabilities: National perspective. Career Development and Transition for Exceptional Individuals, 38(3), 173–181. https://doi.org/10.1177/2165143413518235

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  • Newman, L. A., Madaus, J. W., Lalor, A. R., & Javitz, H. S. (2019). Support receipt: Effect on postsecondary success of students with learning disabilities. Career Development and Transition for Exceptional Individuals, 42(1), 6–16. https://doi.org/10.1177/2165143418811288

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  • Nieminen, J. H., & Eaton, S. E. (2024). Are assessment accommodations cheating? A critical policy analysis. Assessment & Evaluation in Higher Education, 49(7), 978–993. https://doi.org/10.1080/02602938.2023.2259632
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  • Nizar, N. (2018). Accommodating students with disabilities: A case study of faculty attitudes and behaviors at a community college (Publication No. 13420509) [Doctoral dissertation, Creighton University]. ProQuest Dissertations and Theses Global. https://www.proquest.com/docview/2158410095
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  • Nnoli, K. C. (2021). A generic qualitative inquiry of special educators’ experiences preparing students for high-stakes tests (Publication No. 28722335) [Doctoral dissertation, Capella University]. ProQuest Dissertations and Theses Global. https://www.proquest.com/docview/2584364360
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  • Noakes, M. A. (2017). Does speech-to-text assistive technology improve the written expression of students with traumatic brain injury? (Publication No. 10602238) [Doctoral dissertation, Duquesne University]. ProQuest Dissertations and Theses Global. https://www.proquest.com/docview/1954694875
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  • Noakes, M. A., Schmitt, A. J., McCallum, E., & Schutte, K. (2019). Speech-to-text assistive technology for the written expression of students with traumatic brain injuries: A single case experimental study. School Psychology, 34(6), 656–664. https://doi.org/10.1037/spq0000316

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  • Nordström, T., Nilsson, S., Gustafson, S., & Svensson, I. (2019). Assistive technology applications for students with reading difficulties: Special education teachers’ experiences and perceptions. Disability and Rehabilitation: Assistive Technology, 14(8), 798–808. https://doi.org/10.1080/17483107.2018.1499142

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  • Oakes, P. (2024). Alternate testing environments for assessing students with disabilities (Publication No. 31148330) [Doctoral dissertation, Wilmington University (Delaware)]. ProQuest Dissertations and Theses Global. https://www.proquest.com/docview/3074868254
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  • Ocal, T., Durgunoglu, A., & Twite, L. (2022). Reading from screen vs reading from paper: Does it really matter? Journal of College Reading and Learning, 52(2), 130–148. https://doi.org/10.1080/10790195.2022.2028593
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  • Ofiesh, N. S. (1997). Using processing speed tests to predict the benefit of extended test time for university students with learning disabilities (Publication No. 9802726) [Doctoral dissertation, The Pennsylvania State University]. ProQuest Dissertations and Theses Global. https://www.proquest.com/docview/304417432
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  • Ofiesh, N. S. (2007). Math, science, and foreign language: Evidence-based accommodation decision-making at the postsecondary level. Learning Disabilities Research & Practice, 22(4), 237–245. https://doi.org/10.1111/j.1540-5826.2007.00252.x
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  • Ofiesh, N., Mather, N., & Russell, A. (2005). Using speeded cognitive, reading, and academic measures to determine the need for extended test time among university students with learning disabilities. Journal of Psychoeducational Assessment, 23(1), 35–52. https://doi.org/10.1177/073428290502300103

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  • Ofiesh, N., Moniz, E., & Bisagno, J. (2015). Voices of university students with ADHD about test-taking: Behaviors, needs, and strategies. Journal of Postsecondary Education and Disability, 28(1), 109–114. https://www.ahead.org/professional-resources/publications/jped
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