Accommodations for Students with Disabilities Bibliography: Database

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817 results.
  • Trimble, S. (1998). Performance trends and use of accommodations on a statewide assessment: Students with disabilities in the KIRIS on-demand assessment from 1992–93 through 1995–96 (Maryland/Kentucky Report 3). University of Minnesota, National Center on Educational Outcomes. https://nceo.info/Resources/publications/OnlinePubs/MDKY3.html
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  • Tîru, L. G., & Tîru, C. M. (2015). Teachers’ attitudes towards academic accommodations at university level: Case of West University of Timisoara. Journal Plus Education / Educatia Plus, 12(1), 192–210. https://uav.ro/jour/index.php/jpe/

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  • Upton, T. D. (2000). College student attitudes toward educational accommodation (Publication No. 9975849) [Doctoral dissertation, The University of Iowa]. ProQuest Dissertations and Theses Global.

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  • Vacc, N. N. (1987). Word processor versus handwriting: A comparative study of writing samples produced by mildly mentally handicapped students. Exceptional Children, 54(2), 156–165. https://doi.org/10.1177/001440298705400209

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  • Van Hees, V., Moyson, T., & Roeyers, H. (2015). Higher education experiences of students with autism spectrum disorder: challenges, benefits and support needs. Journal of Autism and Developmental Disorders, 45(6), 1673–1688. https://doi.org/10.1007/s10803-014-2324-2

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  • VanWeelden, K., & Whipple, J. (2005). Preservice teachers’ predictions, perceptions, and actual assessment of students with special needs in secondary general music. Journal of Music Therapy, 42(3), 200–215. https://doi.org/10.1093/jmt/42.3.200

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  • Vanchu-Orosco, M. (2012). A meta-analysis of testing accommodations for students with disabilities: Implications for high-stakes testing (Publication No. 3549773) [Doctoral dissertation, University of Denver]. ProQuest Dissertations and Theses Global.

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  • Varnhargen, S., & Gerber, M. M. (1984). Use of microcomputers for spelling assessment: Reasons to be cautious. Learning Disability Quarterly, 7(3), 266–270. https://doi.org/10.2307/1510484

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  • Veit, D. T., & Scruggs, T. E. (1986). Can learning disabled students effectively use separate answer sheets? Perceptual and Motor Skills, 63(1), 155–160. https://doi.org/10.2466/pms.1986.63.1.155

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  • Vogel, S., Leyser, Y., Wyland, S., & Brulle, A. (1999). Students with learning disabilities in higher education: Faculty attitude and practices. Learning Disabilities Research & Practice, 14(3), 173–186. https://doi.org/10.1207/sldrp1403_5

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  • Waale, M. F. (2017). Supporting differently-abled students in two New Jersey community colleges (Publication No. 10585051) [Doctoral dissertation, Rutgers, The State University of New Jersey—New Brunswick]. ProQuest Dissertations and Theses Global.

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  • Wadley, M., & Liljequist, L. (2013). The effect of extended test time for students with attention-deficit hyperactivity disorder. Journal of Postsecondary Education and Disability, 26(3), 263–271. https://www.ahead.org/publications/jped

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  • Wadlington, C., DeOrnellas, K., & Scott, S. R. (2017). Developing effective transition reports for secondary students: A nationwide survey of college and university disability support personnel. Exceptionality, 25(3), 207–215. https://doi.org/10.1080/09362835.2017.1283623

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  • Walker, A. R., & Test, D. W. (2011). Using a self-advocacy intervention on African American college students’ ability to request academic accommodations. Learning Disabilities Research & Practice, 26(3), 134–144. https://doi.org/10.1111/j.1540-5826.2011.00333.x

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  • Walz, L., Albus, D., Thompson, S., & Thurlow, M. (2000). Effect of a multiple day test accommodation on the performance of special education students. University of Minnesota, National Center on Educational Outcomes. https://nceo.info/Resources/publications/OnlinePubs/archive/AssessmentSeries/MnReport34.html
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  • Wang, S., Jiao, H., Young, M. J., Brooks, T., & Olson, J. (2007). A meta-analysis of testing mode effects in grade K–12 mathematics tests. Educational and Psychological Measurement, 67(2), 219–238. https://doi.org/10.1177/0013164406288166

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  • Wang, S., Li, D., & Steedle, J. (2021). An investigation of speededness as a possible explanation for mode effects on the ACT (Technical Brief No. 2021-R2142). https://www.act.org/content/dam/act/unsecured/documents/2021/R2142-speededness-mode-effects-2021-11.pdf

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  • Wang, Y., Hartman, M. C., Jahromi, L. B., & Tversky, B. (2017). Better story recall by deaf children with unimodal communication. Journal of Developmental and Physical Disabilities, 29(5), 699–720. https://doi.org/10.1007/s10882-017-9551-3

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  • Waterfield, B., & Whelan, E. (2017). Learning disabled students and access to accommodations: Socioeconomic status, capital, and stigma. Disability & Society, 32(7), 986–1006. https://doi.org/10.1080/09687599.2017.1331838

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  • Watkins, M. W., & Kush, J. C. (1988). Assessment of academic skills of learning disabled students with classroom microcomputers. The School Psychology Review, 17(1), 81–88. https://doi.org/10.1080/02796015.1988.12085327

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