Accommodations for Students with Disabilities Bibliography: Database

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828 results.
  • 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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  • 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

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  • 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

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  • 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

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  • Zhang, D., & Rivera, F. (2021). Predetermined accommodations with a standardized testing protocol: Examining two accommodation supports for developing fraction thinking in students with mathematical difficulties. Journal of Mathematical Behavior, 62(100861). https://doi.org/10.1016/j.jmathb.2021.100861

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  • 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

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  • 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

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  • 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

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  • 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

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  • 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

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