Accommodations for Students with Disabilities Bibliography: Database

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909 results.
  • Paton, T. K. W. (2017). Examining academic accommodations for students with disabilities in a higher education setting (Publication No. 10690284) [Doctoral dissertation, Northcentral University]. ProQuest Dissertations and Theses Global. https://www.proquest.com/docview/2010611496
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  • Patterson, M. B., Higgins, J., Bozman, M., & Katz, M. (2011). Transitioning the GED® mathematics test to computer with and without accommodations: A pilot project. Adult Basic Education and Literacy Journal, 5(2), 67–73. https://www.learntechlib.org/j/ISSN-1934-2322/

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  • Paul, P. V., & Yan, P. (2023). The effects of American Sign Language on English reading proficiency. American Annals of the Deaf, 167(5), 745–760. https://doi.org/10.1353/aad.2023.0010
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  • Peltenburg, M., van den Heuvel-Panhuizen, M., & Doig, B. (2009). Mathematical power of special-needs pupils: An ICT-based dynamic assessment format to reveal weak pupils’ learning potential. British Journal of Educational Technology, 40(2), 273–284. https://doi.org/10.1111/j.1467-8535.2008.00917.x

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  • Pennington, R. (1998). A study to determine the effect of instruction in effective use of a calculator on test scores of middle school students. Salem International University. https://eric.ed.gov/?q=ED434030
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  • Perez, J. V. (1980). Procedural adaptations and format modifications in minimum competency testing of learning disabled students: A clinical investigation (Publication No. 8108266) [Doctoral dissertation, University of South Florida]. ProQuest Dissertations and Theses Global. https://www.proquest.com/docview/303095001
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  • Perlman, C., Borger, J., Collins, C., Elenbogen, J., & Wood, J. (1996, April). The effect of extended time limits on learning disabled students’ scores on standardized reading tests [Paper presentation]. Annual meeting of the National Council on Measurement in Education (NCME), New York, NY, United States. https://eric.ed.gov/?id=ED400316

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  • Peterson, D. H. (2017). Parental and teacher perspectives on assistive technology (Publication No. 10600110) [Doctoral dissertation, University of Minnesota]. ProQuest Dissertations and Theses Global. https://www.proquest.com/docview/1960809140
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  • Peterson, M. C. (2016). Assistive technology management by disabilities services managers in higher education: A phenomenological study (Publication No. 10127838) [Doctoral dissertation, Capella University]. ProQuest Dissertations and Theses Global. https://www.proquest.com/docview/1810157903
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  • Phillips, A., Terras, K., Swinney, L., & Schneweis, C. (2012). Online disability accommodations: Faculty experiences at one public university. Journal of Postsecondary Education and Disability, 25(4), 331–344. https://www.ahead.org/professional-resources/publications/jped
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  • Pitoniak, M., & Royer, J. (2001). Testing accommodations for examinees with disabilities: A review of psychometric, legal, and social policy issues. Review of Educational Research, 71(1), 53–104. https://doi.org/10.3102/00346543071001053
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  • Poggio, J., Glasnapp, D. R., Yang, X., & Poggio, A. J. (2005). A comparative evaluation of score results from computerized and paper & pencil mathematics testing in a large scale state assessment program. The Journal of Technology, Learning, and Assessment, 3(6). https://ejournals.bc.edu/index.php/jtla/article/view/1659

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  • Polkowski, S. M. (2017). An analysis of educator practices: Learning and assessment accommodations for students with special needs (Publication No. 10757827) [Doctoral dissertation, Rutgers, The State University of New Jersey]. ProQuest Dissertations and Theses Global. https://www.proquest.com/docview/1994114164
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  • Pommerich, M. (2004). Developing computerized versions of paper-and-pencil tests: Mode effects for passage-based tests. The Journal of Technology, Learning, and Assessment, 2(6). https://ejournals.bc.edu/index.php/jtla

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  • Pomplun, M., & Omar, M. H. (2000). Score comparability of a state mathematics assessment across students with and without reading accommodations. Journal of Applied Psychology, 85(1), 21–29. https://doi.org/10.1037/0021-9010.85.1.21

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  • Pomplun, M., Frey, S., & Becker, D. (2002). The score equivalence of paper-and-pencil and computerized versions of a speeded test of reading comprehension. Educational and Psychological Measurement, 62(2), 337–354. https://doi.org/10.1177/0013164402062002009

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  • Posey, V., & Henderson, B. (2012). Comprehensive Adult Student Assessment Systems braille reading assessment: An exploratory study. Journal of Visual Impairment & Blindness, 106(8), 488–499. https://doi.org/10.1177/0145482X1210600805

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  • Potter, K., Lewandowski, L., & Spenceley, L. (2016). The influence of a response format test accommodation for college students with and without disabilities. Assessment & Evaluation in Higher Education, 41(7), 996–1007. https://doi.org/10.1080/02602938.2015.1052368

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  • Poudel, B. B. (2014). Acceptance and use of assistive technology: Perspectives of high school and college students with high-incidence disabilities (Publication No. 3685130) [Doctoral dissertation, University of Delaware]. ProQuest Dissertations and Theses Global. https://www.proquest.com/docview/1661456491
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  • Powers, D. E., & Fowles, M. E. (1996). Effects of applying different time limits to a proposed GRE writing test. Journal of Educational Measurement, 33(4), 433–452. https://doi.org/10.1111/j.1745-3984.1996.tb00500.x

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