Byrd, T. D. M. (2010). East Tennessee State University faculty attitudes and student perceptions in providing accommodations to students with disabilities (Publication No. 3424341) [Doctoral dissertation, East Tennessee State University]. ProQuest Dissertations and Theses Global.
Cahalan, C., Mandinach, E., & Camara, W. J. (2002). Predictive validity of SAT I: Reasoning test for test-takers with learning disabilities and extended time accommodations. College Entrance Examination Board. https://eric.ed.gov/?id=ED562812
Cahan, S., Nirel, R., & Alkoby, M. (2016). The extra-examination time granting policy: A reconceptualization. Journal of Psychoeducational Assessment, 34(5), 461–472. https://doi.org/10.1177/0734282915616537
Caldone, D. R. (2021). The tensions of teacher assessment identity: What secondary teachers think, do, and learn from experience (Publication No. 28543654) [Doctoral dissertation, Robert Morris University]. ProQuest Dissertations and Theses Global.
Calhoon, M. B., Fuchs, L. S., & Hamlett, C. L. (2000). Effects of computer-based test accommodations on mathematics performance assessments for secondary students with learning disabilities. Learning Disability Quarterly, 23(4), 271–282. https://doi.org/10.2307/1511349
Camara, W. J., Copeland, T., & Rothschild, B. (1998). Effects of extended time on the SAT I: Reasoning test score growth for students with disabilities. College Entrance Examination Board. https://eric.ed.gov/?id=ED562679
Carey, L. B., Stephan, C., & Pritchard, A. E. (2019). Preparing students for competent use of academic testing accommodations: Teachers’ belief, knowledge, and practice. Learning Disabilities: A Multidisciplinary Journal, 24(1), 33–42. https://doi.org/10.18666/LDMJ-2019-V24-I1-9021
Carey-Pace, J. (2021). A study of educators’ experiences implementing academic accommodations for students with invisible disabilities in higher education: A hermeneutic phenomenology (Publication No. 28713280) [Doctoral dissertation, Wilkes University]. ProQuest Dissertations and Theses Global.
Carpenter, R., & Alloway, T. (2019). Computer versus paper-based testing: Are they equivalent when it comes to working memory? Journal of Psychoeducational Assessment, 37(3), 382–394. https://doi.org/10.1177/0734282918761496
Castro, C. J., Viezel, K., Dumont, R., & Guiney, M. (2019). Exploration of children’s test behavior during iPad-administered intelligence testing. Journal of Psychoeducational Assessment, 37(1), 3–13. https://doi.org/10.1177/0734282917729304
Cawthon, S. W. (2006). National survey of accommodations and alternate assessment for students who are deaf or hard of hearing in the United States. Journal of Deaf Studies and Deaf Education, 11(3), 337–359. https://doi.org/10.1177/0741932509355950
Cawthon, S. W. (2010). Science and evidence of success: Two emerging issues in assessment accommodations for students who are deaf or hard of hearing. Journal of Deaf Studies and Deaf Education, 15(2), 185–203. https://doi.org/10.1093/deafed/enq002
Cawthon, S. W., & Cole, E. V. (2010). Postsecondary students who have a learning disability: Student perspectives on accommodations access and obstacles. Journal of Postsecondary Education and Disability, 23(2), 112–128. https://www.ahead.org/publications/jped
Cawthon, S. W., & Online Research Lab. (2008). Accommodations use for statewide standardized assessments: Prevalence and recommendations for students who are deaf or hard of hearing. Journal of Deaf Studies and Deaf Education, 13(1), 55–96. https://doi.org/10.1093/deafed/enm029
Cawthon, S. W., & The Online Research Lab, . (2009). Accommodations for students who are deaf or hard of hearing in large-scale, standardized assessments: Surveying the landscape and charting a new direction. Educational Measurement: Issues and Practice, 28(2), 41–49. https://doi.org/10.1111/j.1745-3992.2009.00147.x
Opens an external site or resourceOpens an external site or resource -- We are committed to digital accessibility for all. Please be aware you are navigating to an external site that may not adhere to our accessibility standards.