Accommodations for Students with Disabilities Bibliography: Database

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935 results.

  • Brown, P. J. (1999). Findings of the 1999 plain language field test: Inclusive comprehensive assessment system. University of Delaware Education Research and Development Center. https://udspace.udel.edu/handle/19716/2336

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  • Brown, P. J., & Augustine, A. (2000). Summary of the findings of the 1999–2000 screen reading field test: Inclusive comprehensive assessment system. University of Delaware Education Research and Development Center. https://udspace.udel.edu/handle/19716/2329

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  • Brown, P. J., & Augustine, A. (2001, April). Screen reading software as an assessment accommodation: Implications for instruction and student performance [Paper presentation]. Annual meeting of the American Education Research Association, Seattle, WA, United States. http://eric.ed.gov/?id=ED458273

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  • Brown, T. E., Reichel, P. C., & Quinlan, D. M. (2011). Extended time improves reading comprehension test scores for adolescents with ADHD. Open Journal of Psychiatry, 1(3), 79–87. https://doi.org/10.4236/jsemat.2011.13012

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  • Brown, W. M. (2007). Virginia teachers’ perceptions and knowledge of test accommodations for students with disabilities (Publication No. 3254404) [Doctoral dissertation, The College of William and Mary]. ProQuest Dissertations and Theses Global. https://www.proquest.com/docview/304804911
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  • Bruce, S. M., Luckner, J. L., & Ferrell, K. A. (2018). Assessment of students with sensory disabilities: Evidence-based practices. Assessment for Effective Intervention, 43(2), 79–89. https://doi.org/10.1177/1534508417708311

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  • Bruins, S. K. (2005). Investigating how students with disabilities receiving special education services affect the school’s ability to meet adequate yearly progress (Publication No. 3185562) [Doctoral dissertation, University of Idaho]. ProQuest Dissertations and Theses Global. https://www.proquest.com/docview/305011908
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  • Brumfield, G. A. (2014). The effectiveness of reading accommodations for high school students with reading disabilities (Publication No. 3610453) [Doctoral dissertation, Walden University]. ProQuest Dissertations and Theses Global. https://www.proquest.com/docview/1500411026
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  • Bruno, L., Ball, M., Kaldenberg, E., Bahr, P., & Willits, J. (2021). Direct instructions to teach students in a comprehensive transition program how to utilize text-to-speech software effectively. Journal of Inclusive Postsecondary Education, 3(1). https://doi.org/10.13021/jipe.2021.2871

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  • Bublitz, D. F. (2009). Special education teachers’ attitudes, knowledge, and decision-making about high-stakes testing accommodations for students with disabilities (Publication No. 3353853) [Doctoral dissertation, University of Virginia]. ProQuest Dissertations and Theses Global. https://www.proquest.com/docview/305014182
    Detail
  • Buehler, K. L. (2001). Standardized group achievement tests and the accommodation of additional time (Publication No. 3050241) [Doctoral dissertation, Indiana State University]. ProQuest Dissertations and Theses Global. https://www.proquest.com/docview/304700547
    Detail
  • Burch, M. A. (2002). Effects of computer-based test accommodations on the math problem-solving performance of students with and without disabilities (Publication No. 3047429) [Doctoral dissertation, Vanderbilt University]. ProQuest Dissertations and Theses Global. https://www.proquest.com/docview/276450480
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  • Burk, M. (1999). Computerized test accommodations: A new approach for inclusion and success for students with disabilities. A.U. Software.

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  • Buzick, H. M. (2019). Testing accommodations and the measurement of student academic growth. Educational Assessment, 24(1), 57–72. https://doi.org/10.1080/10627197.2018.1545571

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  • Buzick, H., & Stone, E. (2014). A meta-analysis of research on the read aloud accommodation. Educational Measurement: Issues and Practice, 33(3), 17–30. https://doi.org/10.1111/emip.12040

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  • 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. https://www.proquest.com/docview/755710749
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  • Byrnes, M. (2008). Educators’ interpretations of ambiguous accommodations. Remedial and Special Education, 29(5), 306–315. https://doi.org/10.1177/0741932507313017

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  • Bäck, G. A., Mossige, M., Svendsen, H. B., Rønneberg, V., Selenius, H., Gøttsche, N. B., Dolmer, G., Fälth, L., Nilsson, S., & Svensson, I. (2024). Speech-to-text intervention to support text production among students with writing difficulties: A single-case study in Nordic countries. Disability and Rehabilitation: Assistive Technology, 19(8), 3110–3129. https://doi.org/10.1080/17483107.2024.2351488
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  • 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

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  • Cahalan-Laitusis, C. (2004). Accommodations on high-stakes writing tests for students with disabilities (RR-04-13). Educational Testing Service. https://doi.org/10.1002/j.2333-8504.2004.tb01940.x

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