Accommodations for Students with Disabilities Bibliography: Database

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904 results.
  • 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. https://www.proquest.com/docview/2572619723
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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/professional-resources/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. https://www.academia.edu/615228/Journal_of_Educational_Research_and_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(1), 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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  • Cawthon, S. W., Winton, S. M., Garberoglio, C. L., & Gobble, M. E. (2011). The effects of American Sign Language as an assessment accommodation for students who are deaf or hard of hearing. Journal of Deaf Studies and Deaf Education, 16(2), 198–211. https://doi.org/10.1093/deafed/enq053

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  • Cawthon, S., & Leppo, R. (2013). Assessment accommodations on tests of academic achievement for students who are deaf or hard of hearing: A qualitative meta-analysis of the research literature. American Annals of the Deaf, 158(3), 363–376. https://doi.org/10.1353/aad.2013.0023

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  • Cawthon, S., Leppo, R., Carr, T., & Kopriva, R. (2013). Toward accessible assessments: The promises and limitations of test item adaptations for students with disabilities and English language learners. Educational Assessment, 18(2), 73–98. https://doi.org/10.1080/10627197.2013.789294

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  • Centra, J. A. (1986). Handicapped student performance on the Scholastic Aptitude Test. Journal of Learning Disabilities, 19(6), 324–327. https://doi.org/10.1177/002221948601900602

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  • Chen, X., Liang, L., Lu, M., Potměšil, M., & Zhong, J. (2019). The effects of reading mode and braille reading patterns on braille reading speed and comprehension: A study of students with visual impairments in China. Research in Developmental Disabilities, 91(May), 1–8. https://doi.org/10.1016/j.ridd.2019.05.003

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