Accommodations for Students with Disabilities Bibliography: Database

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817 results.
  • Wizikowski, H. T. (2013). Academic support experiences and perceptions of postsecondary students with disabilities: A public and private university comparison (Publication No. ED552851) [Doctoral dissertation, Claremont Graduate University School of Educational Studies]. ProQuest Dissertations and Theses Global.

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  • Wolf, J. (2007). The effects of testing accommodations usage on students’ standardized test scores for deaf and hard-of-hearing students in Arizona public schools (Publication No. 3268570) [Doctoral dissertation, The University of Arizona]. ProQuest Dissertations and Theses Global.

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  • Wood, S. G., Moxley, J. H., Tighe, E. L., & Wagner, R. K. (2018). Does use of text-to-speech and related read-aloud tools improve reading comprehension for students with reading disabilities? A meta-analysis. Journal of Learning Disabilities, 51(1), 73–84. https://doi.org/10.1177/0022219416688170

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  • Woods, K. (2004). Deciding to provide a reader in examinations for the General Certificate of Secondary Education (GCSE): Questions about validity and inclusion. British Journal of Special Education, 31(3), 122–124. https://doi.org/10.1111/j.0952-3383.2004.00342.x

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  • Woods, K. (2007). Access to General Certificate of Secondary Education (GCSE) examinations for students with special education needs: What is “best practice”? British Journal of Special Education, 34(2), 89–95. https://doi.org/10.1111/j.1467-8578.2007.00461.x

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  • Worland, K. M. (2014). The effects of prompt condition and genre on the writing performance of students in 3rd and 5th grade (Publication No. 3644214) [Doctoral dissertation, University of Maryland]. ProQuest Dissertations and Theses Global.

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  • Wrage, J. (2017). Understanding the perceptual divide between students with disabilities, faculty and administration in an open enrollment environment (Publication No. 10276943) [Doctoral dissertation, State University of New York at Albany]. ProQuest Dissertations and Theses Global.

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  • Wright, N., & Wendler, C. (1994, April). Establishing timing limits for the new SAT for students with disabilities [Paper presentation]. Annual meeting of the National Council on Measurement in Education, New Orleans, LA, United States. https://eric.ed.gov/?q=ED375543

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  • Yakubova, G., & Bouck, E. (2014). Not all created equally: Exploring calculator use by students with mild intellectual disability. Education and Training in Autism and Developmental Disabilities, 49(1), 111–126. http://www.daddcec.com/etadd.html

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  • Yoshida, R. K. (1976). Out-of-level testing of special education students with a standardized achievement battery. Journal of Educational Measurement, 13(3), 215–221. https://doi.org/10.1111/j.1745-3984.1976.tb00012.x

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  • Young, M. C. (2017). The effects of text-to-speech on reading comprehension of students with learning disabilities (Publication No. 10254709) [Doctoral dissertation, Illinois State University]. ProQuest Dissertations and Theses Global.

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  • Young, M. C., Courtad, C. A., Douglas, K. H., & Chung, Y.-C. (2019). The effects of text-to-speech on reading outcomes for secondary students with learning disabilities. Journal of Special Education Technology, 34(2), 80–91. https://doi.org/10.1177/0162643418786047

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  • Young, R. E. (2013). Advisor knowledge of disability-related needs, laws, and accommodation requirements in postsecondary academic advisement practices (Publication No. 3577635) [Doctoral dissertation, The University of Southern Mississippi]. ProQuest Dissertations and Theses Global.

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  • Young, R. M., Bradley-Johnson, S., & Johnson, C. M. (1982). Immediate and delayed reinforcement on WISC-R performance for mentally retarded students. Applied Research in Mental Retardation, 3(1), 13–20. https://doi.org/10.1016/0270-3092(82)90055-8

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  • Yssel, N., Pak, N., & Beilke, J. (2016). A door must be opened: Perceptions of students with disabilities in higher education. International Journal of Disability, Development and Education, 63(3), 384–394. https://doi.org/10.1080/1034912X.2015.1123232

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  • 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

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  • 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.

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  • 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

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  • Zebehazy, K. T., & Wilton, A. P. (2021). Graphic reading performance of students with visual impairments and its implication for instruction and assessment. Journal of Visual Impairment & Blindness, 115(3), 215–227. https://doi.org/10.1177/0145482X211016918

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  • 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

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