Accommodations for Students with Disabilities Bibliography: Database

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935 results.

  • Russell, M., Hoffmann, T., & Higgins, J. (2009). NimbleTools: A universally designed test delivery system. TEACHING Exceptional Children, 42(2), 6–12. https://doi.org/10.1177/004005990904200201

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  • Russell, M., Kavanaugh, M., Masters, J., Higgins, J., & Hoffmann, T. (2009). Computer-based signing accommodations: Comparing a recorded human with an avatar. Journal of Applied Testing Technology, 10(3). https://jattjournal.net/
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  • Russell, R. (2014). The impact of using calculators as an accommodation on the math achievement of students with learning disabilities (Publication No. 3630205) [Doctoral dissertation, Grand Canyon University]. ProQuest Dissertations and Theses Global. https://www.proquest.com/docview/1564022570
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  • Ryan, S. E. (2024). In support of a read aloud accommodation: A meta analysis study (Publication No. 30811075) [Doctoral dissertation, St. John’s University (New York)]. ProQuest Dissertations and Theses Global. https://www.proquest.com/docview/2937462486
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  • Römhild, A., & Hollederer, A. (2024). Effects of disability-related services, accommodations, and integration on academic success of students with disabilities in higher education: A scoping review. European Journal of Special Needs Education, 39(1), 143–166. https://www.tandfonline.com/journals/rejs20
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  • Sack, W., Gale, J., Gulati, S., Gunther, M., Nesheim, R., Stoddard, F., & St. John, R. (2008). Requesting accommodation for a disability: A telephone survey of American medical schools. Journal of Postsecondary Education and Disability, 20(2), 92–99. https://www.ahead.org/publications/jped
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  • Saigh, P. A., & Payne, D. A. (1979). The effect of type of reinforcer and reinforcement schedule on performances of EMR students on four selected subtests of the WISC-R. Psychology in the Schools, 16(1), 106–110. https://doi.org/10.1002/1520-6807(197901)16:1<106::AID-PITS2310160119>3.0.CO;2-R

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  • Salend, S. (2009). Using technology to create and administer accessible tests. TEACHING Exceptional Children, 41(3), 40–51. https://doi.org/10.1177/004005990904100305

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  • Sattler, J. M., & Tozier, L. L. (1970). A review of intelligence test modifications used with cerebral palsied and other handicapped groups. The Journal of Special Education, 4(4), 391–398. https://doi.org/10.1177/002246697000400402

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  • Saß, S., Schütte, K., & Lindner, M. A. (2017). Test-takers’ eye movements: Effects of integration aids and types of graphical representations. Computers & Education, 109, 85–97. https://doi.org/10.1016/j.compedu.2017.02.007
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  • Scalise, K., Irvin, P. S., Alresheed, F., Zvoch, K., Yim-Dockery, H., Park, S., Landis, B., Meng, P., Kleinfelder, B., Halladay, L., & Partsafas, A. (2018). Accommodations in digital interactive STEM assessment tasks: Current accommodations and promising practices for enhancing accessibility for students with disabilities. Journal of Special Education Technology, 33(4), 219–236. https://doi.org/10.1177/0162643418759340

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  • Scarpati, S. E., Wells, C. S., Lewis, C., & Jirka, S. (2011). Accommodations and item-level analyses using mixture differential item functioning models. The Journal of Special Education, 45(1), 54–62. https://doi.org/10.1177/0022466909350224

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  • Schembri-Mutch, T. M., McCrimmon, A. W., & Zwiers, M. L. (2024). Understanding the needs of autistic post-secondary students. Journal of Autism and Developmental Disorders, 54(7), 2636–2650. https://doi.org/10.1007/s10803-023-06010-w
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  • Scheuneman, J. D., Camara, W. J., Cascallar, A. S., Wendler, C., & Lawrence, I. (2002). Calculator access, use, and type in relation to performance in the SAT I: Reasoning test in mathematics. Applied Measurement in Education, 15(1), 95–112. https://doi.org/10.1207/S15324818AME1501_06

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  • Schmitt, A. J., Hale, A. D., McCallum, E., & Mauck, B. (2011). Accommodating remedial readers in the general education setting: Is listening-while-reading sufficient to improve factual and inferential comprehension? Psychology in the Schools, 48(1), 37–45. https://doi.org/10.1002/pits.20540
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  • Schmitt, A. J., McCallum, E., Hawkins, R. O., Stephenson, E., & Vicencio, K. (2019). The effects of two assistive technologies on reading comprehension accuracy and rate. Assistive Technology, 31(4), 220–230. https://doi.org/10.1080/10400435.2018.1431974

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  • Schmitt, A. J., McCallum, E., Hennessey, J., Lovelace, T., & Hawkins, R. O. (2012). Use of reading pen assistive technology to accommodate post-secondary students with reading disabilities. Assistive Technology, 24(4), 229–239. https://doi.org/10.1080/10400435.2012.659956

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  • Schmitt, A. J., McCallum, E., Rubinic, D., & Hawkins, R. (2011). Reading pen decoding and vocabulary accommodations: Impact on student comprehension accuracy and rate. Journal of Evidence-Based Practices for Schools, 12(2), 223–240. https://rowman.com/page/je

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  • Schnirman, R. K. (2005). The effect of audiocassette presentation on the performance of students with and without learning disabilities on a group standardized math test (Publication No. 3180285) [Doctoral dissertation, Florida Atlantic University]. ProQuest Dissertations and Theses Global. https://www.proquest.com/docview/305454672
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  • Schoch, C. S. (2010). Teacher variations when administering math graphics items to students with visual impairments (Publication No. 3434384) [Doctoral dissertation, The University of Arizona]. ProQuest Dissertations and Theses Global. https://www.proquest.com/docview/841889947
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