Accommodations for Students with Disabilities Bibliography: Database

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935 results.

  • Simpson, R. L., Griswold, D. E., & Myles, B. S. (1999). Educators’ assessment accommodation preferences for students with autism. Focus on Autism and Other Developmental Disabilities, 14(4), 212–219. https://doi.org/10.1177/108835769901400403

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  • 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. https://www.proquest.com/docview/304677061
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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. https://www.proquest.com/docview/1637647171
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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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  • Sniatecki, J. L., Perry, H. B., & Snell, L. H. (2015). Faculty attitudes and knowledge regarding college students with disabilities. Journal of Postsecondary Education and Disability, 28(3), 259–275. https://www.ahead.org/professional-resources/publications/jped
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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. https://www.proquest.com/docview/305243465
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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), article 10. 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/professional-resources/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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