Accommodations for Students with Disabilities Bibliography: Database

Search Results

780 results.
  • Ysseldyke, J., Thurlow, M., Bielinski, J., House, A., Moody, M., & Haigh, J. (2001). The relationship between instructional and assessment accommodations in an inclusive state accountability system. Journal of Learning Disabilities, 34(3), 212–220. https://doi.org/10.1177/002221940103400302

    Detail
  • Zambrano, A. (2016). The experience of student with disabilities in higher education (Publication No. 10118771) [Doctoral dissertation, California State University, Stanislaus]. ProQuest Dissertations and Theses Global.

    Detail
  • Zebehazy, K. T., & Wilton, A. P. (2014). Quality, importance, and instruction: The perspectives of teachers of students with visual impairments on graphics use by students. Journal of Visual Impairment & Blindness, 108(1), 5–16. https://doi.org/10.1177/0145482X1410800102

    Detail
  • Zebehazy, K. T., Zigmond, N., & Zimmerman, G. J. (2012). Performance measurement and accommodation: Students with visual impairments on Pennsylvania’s alternate assessment. Journal of Visual Impairment & Blindness, 106(1), 17–30. https://doi.org/10.1177/0145482X1210600103

    Detail
  • Zeedyk, S. M., Tipton, L. A., & Blacher, J. (2016). Educational supports for high functioning youth with ASD: The postsecondary pathway to college. Focus on Autism and Other Developmental Disabilities, 31(1), 37–48. https://doi.org/10.1177/1088357614525435

    Detail
  • Zeng, W., Ju, S., & Hord, C. (2018). A literature review of academic interventions for college students with learning disabilities. Learning Disabilities Research & Practice, 41(3), 159–169. https://doi.org/10.1177/0731948718760999

    Detail
  • Zentall, S., Grskovic, J., Javorsky, J., & Hall, A. (2000). Effects of noninformational color on the reading test performance of students with and without attentional deficits. Assessment for Effective Intervention, 25(2), 129–146. https://doi.org/10.1177/073724770002500204

    Detail
  • Zhang, D., Ding, Y., Stegall, J., & Mo, L. (2012). The effect of visual-chunking-representation accommodation on geometry testing for students with math disabilities. Learning Disabilities Research & Practice, 27(4), 167–177. https://doi.org/10.1111/j.1540-5826.2012.00364.x

    Detail
  • Zhang, D., Indyk, A., & Greenstein, S. (2021). Effects of schematic chunking on enhancing geometry performance in students with math difficulties and students at risk of math failure. Learning Disability Quarterly, 44(2), 82–95. https://doi.org/10.1177/0731948720902400

    Detail
  • Zhang, D., Landmark, L., Reber, A., Hsu, H. Y., Kwok, O., & Benz, M. (2010). University faculty knowledge, beliefs, and practices in providing reasonable accommodations to students with disabilities. Remedial and Special Education, 31(4), 276–286. https://doi.org/10.1177/0741932509338348

    Detail
  • Zhang, D., Wang, Q., Ding, Y., & Liu, J. J. (2014). Testing accommodation or modification? The effects of integrated object representation on enhancing geometry performance in children with and without geometry difficulties. Journal of Learning Disabilities, 47(6), 569–583. https://doi.org/10.1177/0022219413507602

    Detail
  • Zhou, L., Ajuwon, P. M., Smith, D. W., Griffin-Shirley, N., Parker, A. T., & Okungu, P. (2012). Assistive technology competencies for teachers of students with visual impairments: A national study. Journal of Visual Impairment & Blindness, 106(10), 656–665. https://doi.org/10.1177/0145482X1210601010

    Detail
  • Zhou, L., Parker, A. T., Smith, D. W., & Griffin-Shirley, N. (2011). Assistive technology for students with visual impairments: Challenges and needs in teachers’ preparation programs and practice. Journal of Visual Impairment & Blindness, 105(4), 197–210. https://doi.org/10.1177/0145482X1110500402

    Detail
  • Ziomek, R. L., & Andrews, K. M. (1996). Predicting the college grade point averages of special-tested students from their ACT assessment scores and high school grades. American College Testing Program. http://eric.ed.gov/?id=ED405357

    Detail
  • Ziomek, R. L., & Andrews, K. M. (1998). ACT assessment score gains of special-tested students who tested at least twice. National Institute on Disability and Rehabilitation Research, Kansas State University. http://eric.ed.gov/?id=ED426108

    Detail
  • Zurcher, R. J. (1999). The effects of testing accommodations on the admissions test scores of students with learning disabilities (Publication No. 9947446) [Doctoral dissertation, University of Texas at Austin]. ProQuest Dissertations and Theses Global.

    Detail
  • Zurcher, R., & Bryant, D. P. (2001). The validity and comparability of entrance examination scores after accommodations are made for students with LD. Journal of Learning Disabilities, 34(5), 462–471. https://doi.org/10.1177/002221940103400507

    Detail
  • Zuriff, G. E. (2000). Extra examination time for students with learning disabilities: An examination of the maximum potential thesis. Applied Measurement in Education, 131(1), 99–117. https://doi.org/10.1207/s15324818ame1301_5

    Detail
  • Zwillenberg, S. E. (1992). The effects of extended time as a test modification when assessing the achievement of specific reading disabled students (Publication No. 9221125) [Doctoral dissertation, Hofstra University]. ProQuest Dissertations and Theses Global.

    Detail
  • van Leendert, A., Doorman, M., Drijvers, P., Pel, J., & van der Steen, J. (2019). An exploratory study of reading mathematical expressions by braille readers. Journal of Visual Impairment & Blindness, 113(1), 68–80. https://doi.org/10.1177/0145482X18822024

    Detail