Accommodations for Students with Disabilities Bibliography: Database

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828 results.

  • Sireci, S. G. (2005). Unlabeling the disabled: A perspective on flagging scores from accommodated test administrations. Educational Researcher, 34(1), 3–12. https://doi.org/10.3102/0013189X034001003

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  • Sireci, S. G., Li, S., & Scarpati, S. (2003). The effects of test accommodation on test performance: A review of the literature (Center for Educational Assessment Research Report No. 485). School of Education, University of Massachusetts-Amherst.
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  • Sireci, S. G., Scarpati, S. E., & Li, S. (2005). Test accommodations for students with disabilities: An analysis of the interaction hypothesis. Review of Educational Research, 75(4), 457–490. https://doi.org/10.3102/00346543075004457

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  • Siskind, T. G. (1993). Teachers’ knowledge about test modifications for students with disabilities. Diagnostique, 18(2), 145–157. https://doi.org/10.1177/153450849301800205

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  • Skinner, M. E. (2007). Faculty willingness to provide accommodations and course alternatives to postsecondary students with learning disabilities. International Journal of Special Education, 22(2), 32–45. http://www.internationaljournalofspecialeducation.com/

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  • Slaughter, H. B., & Gallas, E. J. (1978, March). Will out-of-level norm-referenced testing improve the selection of program participants and the diagnosis of reading comprehension in ESEA Title I programs? [Paper presentation]. Annual meeting of the American Educational Research Association (AERA), Toronto, Ontario (Canada). https://eric.ed.gov/?q=ED155213

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  • Slaughter, M. H., Lindstrom, J. H., & Anderson, R. (2022). Perceptions of extended time accommodations among postsecondary students with disabilities. Exceptionality, 30(4), 246–260. https://doi.org/10.1080/09362835.2020.1727339
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  • Smeets, P. M., & Striefel, S. (1975). The effects of different reinforcement conditions on the test performance of multihandicapped deaf children. Journal of Applied Behavior Analysis, 8(1), 83–89. https://doi.org/10.1901/jaba.1975.8-83

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  • Smith, D. W., & Amato, S. (2012). Synthesis of available accommodations for students with visual impairments on standardized assessments. Journal of Visual Impairment & Blindness, 106(5), 299–304. https://doi.org/10.1177/0145482X1210600505

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  • Smith, G. W. (2010). The impact of a noise-reducing learning accommodation utilized by students with learning disabilities during an independent reading inventory (Publication No. 3402556) [Doctoral dissertation, Clemson University]. ProQuest Dissertations and Theses Global.

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  • Smith, G. W., & Riccomini, P. J. (2013). The effect of a noise reducing test accommodation on elementary students with learning disabilities. Learning Disabilities Research & Practice, 28(2), 89–95. https://doi.org/10.1111/ldrp.12010

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  • Smith, L. A. (2014). The experiences and sense-making of students with non-visible disabilities on their transition to college and utilization of academic accommodations: An interpretative phenomenological analysis (Publication No. 3665054) [Doctoral dissertation, Northeastern University]. ProQuest Dissertations and Theses Global.

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  • Smith, L. L., & Johns, J. L. (1984). A study of the effects of out-of-level testing with poor readers in the intermediate grades. Reading Psychology, 5(2), 139–143. https://doi.org/10.1080/0270271840050116

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  • Smith, M. A. (2000). The effect of changes in test item sequence on student performance in multiple choice tests for baccalaureate nursing students. Journal of Nursing Education, 39(7), 327–328. https://doi.org/10.3928/0148-4834-20001001-12

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  • Smolinsky, L., Marx, B. D., Olafsson, G., & Ma, Y. A. (2020). Computer-based and paper-and-pencil tests: A study in calculus for STEM majors. Journal of Educational Computing Research, 58(7), 1256–1278. https://doi.org/10.1177/0735633120930235

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  • Snyder, J. (2010). Audio adapted assessment data: Does the addition of audio to written items modify the item calibration? (Publication No. 3407168) [Doctoral dissertation, George Fox University]. ProQuest Dissertations and Theses Global.

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  • Sokal, L. (2016). Five windows and a locked door: University accommodation responses to students with Anxiety Disorders. The Canadian Journal for the Scholarship of Teaching and Learning, 7(1). https://doi.org/10.5206/cjsotl-rcacea.2016.1.10

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  • Sokal, L., & Vermette, L. A. (2017). Double time? Examining extended testing time accommodations (ETTA) in postsecondary settings. Journal of Postsecondary Education and Disability, 30(2), 185–200. https://www.ahead.org/publications/jped

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  • Sokal, L., & Wilson, A. (2017). In the nick of time: A pan-Canadian examination of extended testing time accommodation in post-secondary schools. Canadian Journal of Disability Studies, 6(1), 28–62. https://doi.org/10.15353/cjds.v6i1.332

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  • Spenceley, L. M., & Wheeler, S. (2016). The use of extended time by college students with disabilities. Journal of Postsecondary Education and Disability, 29(2), 141–150. https://www.ahead.org/publications/jped

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