Accommodations for Students with Disabilities Bibliography: Database

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814 results.
  • 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

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  • 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.

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  • 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

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  • Camara, W. J., & Schneider, D. (2000). Testing with extended time on the SAT I: Effects for students with learning disabilities (Issue 08). The College Board. http://professionals.collegeboard.com/profdownload/pdf/testing_with_extended_10509.pdf

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  • 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

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  • 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

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  • 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.

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  • 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

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  • 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

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  • 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

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  • 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

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  • Cawthon, S. W. (2011). Making decisions about assessment practices for students who are deaf or hard of hearing. Remedial and Special Education, 32(1), 4–21. https://doi.org/10.1177/0741932509355950

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  • 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

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  • 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

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  • 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

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  • Cawthon, S. W., & Wurtz, K. A. (2010). Predictors of assessment accommodations use for students who are deaf or hard-of-hearing. The Journal of Educational Research and Policy Studies, 10(1), 17–34. http://www.aera.net/Education-Research/Beyond-AERA/Journal-of-Educational-Research-Policy-Studies

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  • Cawthon, S. W., Ho, E., Patel, P. G., Potvin, D. C., & Trundt, K. M. (2009). Multiple constructs and effects of accommodations on accommodated test scores for students with disabilities. Practical Assessment, Research, and Evaluation, 14(article 18). https://doi.org/10.7275/ktkv-3279

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  • Cawthon, S. W., Kaye, A. D., Lockhart, L. L., & Beretvas, S. N. (2012). Effects of linguistic complexity and accommodations on estimates of ability for students with learning disabilities. Journal of School Psychology, 50(3), 293–316. https://doi.org/10.1016/j.jsp.2012.01.002

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  • Cawthon, S. W., Leppo, R., & PEPNET 2 Research and Evidence Synthesis Team, . (2013). Accommodations quality for students who are d/Deaf or hard of hearing. American Annals of the Deaf, 158(4), 438–452. https://doi.org/10.1353/aad.2013.0031

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  • Cawthon, S. W., Leppo, R., Ge, J. J., & Bond, M. (2015). Accommodations use patterns in high school and postsecondary settings for students who are d/Deaf or hard of hearing. American Annals of the Deaf, 160(1), 9–23. https://doi.org/10.1353/aad.2015.0012

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