Accommodations for Students with Disabilities Bibliography: Database

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909 results.

  • Fuchs, D., Fuchs, L. S., & Power, M. H. (1987). Effects of examiner familiarity on LD and MR students’ language performance. Remedial and Special Education, 8(4), 47–52. https://doi.org/10.1177/074193258700800407

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  • Fuchs, D., Fuchs, L. S., Dailey, A. M., & Power, M. H. (1985). The effect of examiners’ personal familiarity and professional experience on handicapped children’s test performance. The Journal of Educational Research, 78(1), 141–146. https://doi.org/10.1080/00220671.1985.10885589

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  • Fuchs, D., Fuchs, L. S., Garwick, D. R., & Featherstone, N. (1983). Test performance of language-handicapped children with familiar and unfamiliar examiners. The Journal of Psychology, 114(1), 37–46. https://doi.org/10.1080/00223980.1983.9915393

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  • Fuchs, L. S. (2000). Research report on math. The validity of test accommodations for students with learning disabilities: Differential item performance on mathematics tests as a function of test accommodations and disability status. University of Delaware Education Research and Development Center.

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  • Fuchs, L. S. (2000). Research report on reading. The validity of test accommodations for students with learning disabilities: Differential item performance on reading tests as a function of test accommodations and disability status. University of Delaware Education Research and Development Center. http://www.doe.k12.de.us/aab/files/Atch5.pdf

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  • Fuchs, L. S., Fuchs, D., Eaton, S. B., Hamlett, C. L., & Karns, K. M. (2000). Supplementing teacher judgments of mathematics test accommodations with objective data sources. School Psychology Review, 29(1), 65–85. https://doi.org/10.1080/02796015.2000.12085998
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  • Fuchs, L. S., Fuchs, D., Eaton, S. B., Hamlett, C. L., Binkley, E., & Crouch, R. (2000). Using objective data sources to enhance teacher judgments about test accommodations. Exceptional Children, 67(1), 67–81. https://doi.org/10.1177/001440290006700105

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  • Fullarton, S., & Duquette, C. (2016). Experiences of students with learning disabilities in Ontario universities: A case study. International Journal of Special Education, 31(1), 55–67. https://www.internationalsped.com/ijse/index
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  • Gagnon, J. C., & McLaughlin, M. J. (2004). Curriculum, assessment, and accountability in day treatment and residential schools. Exceptional Children, 70(3), 263–283. https://doi.org/10.1177/001440290407000301

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  • Gajria, M., Salend, S. J., & Hemrick, M. A. (1994). Teacher acceptability of testing modifications for mainstreamed students. Learning Disabilities Research & Practice, 9(4), 236–243. https://onlinelibrary.wiley.com/journal/15405826
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  • Galbraith, G., Ott, J., & Johnson, C. M. (1986). The effects of token reinforcement on WISC-R performance of low-socioeconomic Hispanic second-graders. Behavioral Assessment, 8(2), 191–194. http://psycnet.apa.org/psycinfo/1987-11110-001

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  • Gallego, M., & Busch, C. (2015). Towards the inclusion of students with disabilities: Accessibility in language courses. Innovative Higher Education, 40(5), 387–398. https://doi.org/10.1007/s10755-015-9321-z

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  • Gallina, N. B. (1990). Tourette’s Syndrome children: Significant achievement and social behavior variables (Publication No. 9000024) [Doctoral dissertation, City University of New York]. ProQuest Dissertations and Theses Global. https://www.proquest.com/docview/303694991
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  • Gandhi, A. G., Ogut, B., Stein, L., Bzura, R., & Danielson, L. (2017). Enhancing accessibility for students with decoding difficulties on large-scale reading assessments. Journal of Learning Disabilities, 51(6), 540–551. https://doi.org/10.1177/0022219417714774

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  • Ganguly, R. (2010). Testing accommodations for students with emotional or behavioral disorders: A national survey of special education teachers (Publication No. 3430863) [Doctoral dissertation, University of Illinois at Urbana-Champaign]. ProQuest Dissertations and Theses Global. https://www.proquest.com/docview/787893086
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  • Gardner, T. J. (2008). Speech recognition for students with disabilities in writing. Physical Disabilities: Education and Related Services, 26(2), 43–53. https://scholarworks.iu.edu/journals/index.php/pders

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  • Garrett, J. T., Heller, K. W., Fowler, L. P., Alberto, P. A., Fredrick, L. D., & O’Rourke, C. M. (2011). Using speech recognition software to increase writing fluency for individuals with physical disabilities. Journal of Special Education Technology, 26(1), 25–42. https://doi.org/10.1177/016264341102600104

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  • Geisinger, K. F. (1994). Psychometric issues in testing students with disabilities. Applied Measurement in Education, 7(2), 121–140. https://doi.org/10.1207/s15324818ame0702_2

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  • Gelbar, N., & Madaus, J. (2021). Factors related to extended time use by college students with disabilities. Remedial and Special Education, 42(6), 374–383. https://doi.org/10.1177/0741932520972787

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  • George-Ezzelle, C. E., & Skaggs, G. (2004, April). Examining the validity of GED tests scores with scheduling and setting accommodations. Paper presented at the annual meeting of the National Council on Measurement in Education (NCME), San Diego, CA. https://eric.ed.gov/?id=ED510061

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