Accommodations for Students with Disabilities Bibliography: Database

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828 results.
  • Spenceley, L. M., Wood, W. L. M., Valentino, M., & Lewandowski, L. J. (2020). Predicting the extended time use of college students with disabilities. Journal of Psychoeducational Assessment, 38(3), 279–290. https://doi.org/10.1177/0734282919848588

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  • Spencer, S. A., Riley, A. C., & Young, S. R. (2021). Experiential education accommodations for students with disabilities in United States pharmacy schools: An exploratory study. Currents in Pharmacy Teaching and Learning, 13(6), 594–598. https://doi.org/10.1016/j.cptl.2021.01.044

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  • Spiel, C. F., Mixon, C. S., Holdaway, A. S., Evans, S. W., Harrison, J. R., Zoromski, A. K., & Yost, J. S. (2016). Is reading tests aloud an accommodation for youth with or at risk for ADHD? Remedial and Special Education, 37(2), 101–112. https://doi.org/10.1177/0741932515619929

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  • Spurlock, C. D. (2020). The impact of class accommodations for inclusion students on common core aligned math assessments (Publication No. 28022417) [Trevecca Nazarene University]. ProQuest Dissertations and Theses Global.

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  • Squires, M. E., Burnell, B. A., McCarty, C., & Schnackenberg, H. (2018). Emerging adults: Perspectives of college students with disabilities. Journal of Postsecondary Education and Disability, 31(2), 121–134. https://www.ahead.org/publications/jped

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  • Srivastava, P., & Gray, S. (2012). Computer-based and paper-based reading comprehension in adolescents with typical language development and language-learning disabilities. Language, Speech, and Hearing Services in Schools, 43(4), 424–437. https://doi.org/10.1044/0161-1461(2012/10-0108)

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  • Stagg, S. D., & Kiss, N. (2021). Room to read: The effect of extra-large letter spacing and coloured overlays on reading speed and accuracy in adolescents with dyslexia. Research in Developmental Disabilities, 119(104065). https://doi.org/10.1016/j.ridd.2021.104065

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  • Steffes, L. (2010). General education teachers’ perceptions of accommodations for students with disabilities in inclusive secondary classrooms (Publication No. 3427686) [Doctoral dissertation, Walden University]. ProQuest Dissertations and Theses Global.

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  • Stein, K. F. (2013). DSS and accommodations in higher education: Perceptions of students with psychological disabilities. Journal of Postsecondary Education and Disability, 26(2), 145–161. http://www.ahead.org/publications/jped

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  • Steinberg, J., Cline, F., Ling, G., Cook, L., & Tognatta, N. (2009). Examining the validity and fairness of a state standards-based assessment of English-language arts for deaf or hard of hearing students. Journal of Applied Testing Technology, 10(2), 1–33. http://www.jattjournal.com/index.php/atp/article/view/48356

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  • Stodden, R. A., Jones, M. A., & Chang, K. (2002). Services, supports and accommodations for individuals with disabilities: An analysis across secondary education, postsecondary education, and employment (White Paper). University of Hawaii. http://www.ncset.hawaii.edu/publications/pdf/services_supports.pdf

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  • Stone, E., Cook, L., & Laitusis, C. (2013). Evaluation of a condition-adaptive test of reading comprehension for students with reading-based learning disabilities (ETS Research Report No. RR-13-20). ETS. http://www.ets.org/Media/Research/pdf/RR-13-20.pdf

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  • Stone, E., Cook, L., Cahalan Laitusis, C., & Cline, F. (2010). Using differential item functioning to investigate the impact of testing accommodations on an English-language arts assessment for students who are blind or visually impaired. Applied Measurement in Education, 23(2), 132–152. https://doi.org/10.1080/08957341003673773

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  • Stone, P. A. (1998). Effects of collaborative strategies by regular and special education teachers on middle school special education students’ successes within inclusion (Publication No. 9837700) [Doctoral dissertation, Arizona State University]. ProQuest Dissertations and Theses Global.

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  • Stretch, L. S., & Osborne, J. W. (2005). Extended time test accommodation: Directions for  future research and practice. Practical Assessment, Research, and Evaluation, 10(8). https://doi.org/10.7275/cs6a-4s02

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  • Sullivan, P. M. (1982). Administration modifications on the WISC-R performance scale with different categories of deaf children. American Annals of the Deaf, 127(6), 780–788. https://doi.org/10.1353/aad.2012.1394

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  • Svetina, D., Dai, S., & Wang, X. (2017). Use of cognitive diagnostic model to study differential item functioning in accommodations. Behaviormetrika, 44(2), 313–349. https://doi.org/10.1007/s41237-017-0021-0

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  • Swain, C. R. (1997). A comparison of a computer-administered test and a paper and pencil test using normally achieving and mathematically disabled young children (Publication No. 9727805) [Doctoral dissertation, University of North Texas]. ProQuest Dissertations and Theses Global.

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  • Sweet, R. C., & Ringness, T. A. (1971). Variations in the intelligence test performance of referred boys of differing racial and socioeconomic backgrounds as a function of feedback or monetary reinforcement. Journal of School Psychology, 9(4), 399–409. https://doi.org/10.1016/0022-4405(71)90031-8

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  • Szarko, J. E. (2000). Familiar versus unfamiliar examiners: The effects on the testing performance and behaviors of children with autism and related developmental disabilities (Publication No. 9966904) [Doctoral dissertation, The Pennsylvania State University]. ProQuest Dissertations and Theses Global.

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