Accommodations for Students with Disabilities Bibliography: Database

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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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• 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

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• 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

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• 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

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• 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.

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• 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

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• 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

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• 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.

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• 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

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