Accommodations for Students with Disabilities Bibliography: Database
- Database
- Introduction
- Instructions
- Definitions
- Keyword List
Search Filters
Search Results
- Detail
Wheeler, P. H. (1995). Functional-level testing: A must for valid and accurate assessment results. EREAPA Associates.
- Detail
White, W. (1998). Research report on the use and effectiveness of accommodations for adults with disabilities in adult education centers. National Institute on Disability and Rehabilitation Research, Kansas State University.
- Whiting, N. (2022). Building administrator preparation and readiness to lead inclusive practices for special education (Publication No. 29254989) [Doctoral dissertation, University of South Dakota]. ProQuest Dissertations and Theses Global. https://www.proquest.com/docview/2690938418Detail
- Detail
Wick, J. W. (1983). Reducing proportion of chance scores in inner-city standardized testing results: Impact on average scores. American Educational Research Journal, 20(3), 461–463. https://doi.org/10.3102/00028312020003461
- Williams, A. D. (2015). Middle school students’ experience of receiving test accommodations (Publication No. 3713969) [Doctoral dissertation, Capella University]. ProQuest Dissertations and Theses Global. https://www.proquest.com/docview/1709469936Detail
- Williams, P., Wray, J., Farrall, H., & Aspland, J. (2014). Fit for purpose: Traditional assessment is failing undergraduates with learning difficulties. Might eAssessment help? International Journal of Inclusive Education, 18(6), 614–625. https://doi.org/10.1080/13603116.2013.802029Detail
- Detail
Willis, J., & Shibata, B. (1978). A comparison of tangible reinforcement and feedback effects on the WPPSI I.Q. scores of nursery school children. Education & Treatment of Children, 1(2), 31–45. https://psycnet.apa.org/record/1980-06444-001
- Detail
Wise, S. L., & Wise, L. A. (1987). Comparison of computer-administered and paper-administered achievement tests with elementary school children. Computers in Human Behavior, 3(1), 15–20. https://doi.org/10.1016/0747-5632(87)90006-9
- Detail
Wise, S. L., Kuhfeld, M. R., & Soland, J. (2019). The effects of effort monitoring with proctor notification on test-taking engagement, test performance, and validity. Applied Measurement in Education, 32(2), 183–192. https://doi.org/10.1080/08957347.2019.1577248
- Detail
Witmer, S. E., & Roschmann, S. (2020). An examination of measurement comparability for a school accountability test among accommodated and non-accommodated students with autism. Education and Training in Autism and Developmental Disabilities, 55(2), 173–184. http://www.daddcec.com/etadd.html
- Detail
Witmer, S. E., & Roschmann, S. (2020). Exploring measurement comparability of accommodated math tests for students with emotional impairments. Measurement and Evaluation in Counseling and Development, 53(4), 249–263. https://doi.org/10.1080/07481756.2020.1735205
- Witmer, S. E., Lovett, B. J., & Buzick, H. M. (2023). Extended time accommodations on the 2017 NAEP Grade 8 Mathematics Test: Eligibility, use, and benefit. Journal of Psychoeducational Assessment, 41(2), 123–135. https://doi.org/10.1177/07342829221130457Detail
- 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]. ProQuest Dissertations and Theses Global. https://www.proquest.com/docview/1347671491Detail
- 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. https://www.proquest.com/docview/304894200Detail
- Wood, R., & Happé, F. (2023). Barriers to tests and exams for autistic pupils: Improving access and longer-term outcomes. International Journal of Inclusive Education, 27(5), 603–619. https://www.tandfonline.com/journals/tied20Detail
- Detail
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
- Detail
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
- Detail
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
- 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. https://www.proquest.com/docview/1624928240Detail
- 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. https://www.proquest.com/docview/1906270126Detail