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Byrd, Terre D. M. „East Tennessee State University Faculty Attitudes and Student Perceptions in Providing Accommodations to Students with Disabilities“. Digital Commons @ East Tennessee State University, 2010. https://dc.etsu.edu/etd/1721.
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The purpose of this study was to determine ETSU faculty attitudes and student perceptions in providing academic accommodations to students with disabilities.
Participants of the study were ETSU students with disabilities who are registered with the Disabilities Services office and faculty members of ETSU. Students with disabilities were interviewed. An online survey was sent to faculty members via the ETSU email system. Disability law and disability compliance year books served as the primary documents that were reviewed for pertinent information.
Grounded theory using a constant-comparison methodology served as the conceptual framework for the study. The grounded-theory approach allowed for the perspectives of students and faculty to be shared and analyzed. Constant-comparison methodology was used to interpret the data through the critical lens perspectives and experiences of students with disabilities. Interview, online survey, and document review were 3 methods of data collection used in this study.
The findings of the study indicated that the experiences and perspectives of ETSU students with disabilities differ regardless of visible or invisible disability. Findings also indicated that faculty attitudes towards providing accommodations to students with disabilities were generally positive. However, attitudes of faculty members at ETSU did mirror the attitudes of faculty members at other universities in the provision of certain accommodations based on type (classroom or testing.) In general, faculty members were less willing to alter a test than to provide extended time for a test. Also, faculty members were less willing to provide lecture notes as opposed to allowing a student to record a lecture. It is suggested that the willingness of a faculty member to provide accommodations may hinge on knowledge, experience, and ease of providing the accommodation.
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Thompson, Zenora. „Nursing Faculty Perspectives: Enrollment and Accommodation for the Undergraduate Disabled Nursing Student“. Case Western Reserve University Doctor of Nursing Practice / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=casednp1576620891679646.
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Ruderman, Danielle Eve. „Predictors of Educational Outcomes among Undergraduate Students with Disabilities“. The Ohio State University, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=osu1364573503.
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Giannella, Marcela Gomes. „Purpose-built accommodations: what attributes do students value more when choosing where to live?“ reponame:Repositório Institucional do FGV, 2018. http://hdl.handle.net/10438/20231.
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This research reveals what attributes and services student housings and purpose-built accommodations provide their target groups with. It analyzes not only the developing and growing student housing market in Brazil but also its trends with the goal of establishing which characteristics students from four specific private institutions (FGV-Eaesp, FAAP, Mackenzie and PUC) value more when choosing their accommodation. By studying what is a student housing and offered attributes, analyzing benchmarks, competitors and market tendencies, one was able to gather information that allowed to define what aspects are considered a priority during a renting decision making process. The qualitative and quantitative field researches enhanced the analysis by distinguishing what is of basic provision and what adds value to the business as well. The expected result of this study is to provide the real estate company which will develop the purpose-built residency for students with their target group profile and preferences, linking the findings from the carried research to the academic information on the subject and the market assessment of the sector.
Este estudo revela os atributos, serviços e espaços tanto moradias genéricas onde estudantes podem morar quanto residências feitas especialmente para estudantes, oferecem ao seu público-alvo. Analisa o mercado em desenvolvimento e crescente de residências estudantis no Brasil assim como as tendências com o objetivo de estabelecer quais características estudantes de quatro instituições privadas especificas (FGV-Eaesp, FAAP, Mackenzie e PUC) são mais valorizadas quando escolhem suas moradias. Através da análise do que compõe uma residência estudantil e suas características, a analise de benchmark e das tendências de mercado, é possível angariar informações as quais, junto com as pesquisas qualitativa e quantitativa, permitem a definição de quais aspectos são considerados prioridade durante o processo de decisão de qual acomodação alugar – o que é deve ser serviço de provisão básico e o que adiciona valor à acomodação quando oferecido à parte também. O resultado esperado deste estudo é prover à empresa construtora a qual desenvolverá a residência com propósito único de atender estudantes o perfil do seu público-alvo e suas preferências, ligando as descobertas feitas com as pesquisas à informação contida em estudos acadêmicos sobre o assunto e na análise de mercado realizada.
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Teaff, Teresa L. „Effect of Individualized Curricular Accommodations, Incorporating Student Interest and the Impact on the Motivation and Occurrence/ Nonoccurrence of Disruptive Behavior Displayed By Students with Emotional/behavioral Disorders“. Thesis, University of North Texas, 2001. https://digital.library.unt.edu/ark:/67531/metadc3025/.
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As a result of the reauthorization of the Individuals with Disabilities Education Act of 1997, schools must now consider positive behavioral interventions and strategies to address problem behavior of students with Emotional/Behavioral Disorders (E/BD). Given the poor behavioral, academic, and social outcomes for these students, there is a compelling need to identify effective, proactive interventions. Current literature has well established the ineffectiveness of traditional, punitive, and consequence-laden strategies to deal with behaviors. Research has shown the manipulation of antecedent stimuli, in the form of curricular adaptations, can provide a positive, proactive means of managing behavior. Specifically, curriculum modifications, based on student interest, are proposed as a positive, proactive strategy used to manipulate antecedent stimuli to improve the behavior of students with E/BD. The purpose of this study was to investigate the manipulation of antecedent stimuli through the implementation of individualized, curricular adaptations, based on student interest, to reduce the problem behavior of students exhibiting disruptive behaviors. A second purpose was to explore the effect of those adaptations on the behavior motivation of students with E/BD. In this study, curriculum modifications based on student interest were used to reduce disruptive behavior, increase desirable behavior, and effect change in the motivation for problem behavior among four elementary school boys with E/BD. Use of an ABAB reversal design, including interval data collection, and the use of a behavior rating scale and a motivation assessment scale were used to establish baseline data and determine effectiveness of the intervention. Results indicate that each student demonstrated a reduction in disruptive behavior, an increase in desirable behavior, and changes in motivation for behavior.
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Baptiste, Belinda. „Examining the Relationship between Fidelity of Implementation of Accommodations for Students with Specific Learning Disabilities in Mathematics and Student Achievement in High School Algebra I Inclusion Classes“. FIU Digital Commons, 2017. http://digitalcommons.fiu.edu/etd/3258.
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Students with specific learning disabilities (SLD) are educated in general education classrooms. As a result, these students are faced with more challenging instructional curricula. Although some students with SLD perform as well in mathematics as students without disabilities, most perform below state standards despite being provided instructional and testing accommodations. Policy makers have envisioned the implementation of instructional accommodations as a primary means of ensuring an appropriate education (Mcleskey, Hoppey, Williamson & Rentz, 2004; Scalon & Baker, 2012) for students with disabilities in general education classrooms (Mc Guire, Scott, & Shaw, 2006). The researcher implemented a non-experimental ex post facto research design to investigate the research hypothesis to determine the relationship between the five most frequently used accommodations by general education teachers who teach students with SLD and student achievement in Algebra 1. At the beginning of the 2016 – 2017 school year, the collection of data began by emailing the Qualtrics Survey Software (V.23) to 185 general education mathematics teachers in Miami-Dade County Public Schools. Four main instructional accommodation constructs were assessed using a 15-item questionnaire. From the responses to the survey, the five of the most frequently used accommodations were determined. Nine general education Algebra 1 teachers from six high schools across the county who reported using similar accommodations and taught three or more students with SLD in mathematics participated in the study. The researcher and two peer researchers conducted in-class observations on the participants’ fidelity of implementation of accommodations (FOI) using a checklist during the period in which they taught students with SLD. An Algebra I test was used for pre- and post-testing to determine student mathematics achievement. The results of the survey indicated that teachers most frequently provided: (a) sample problems of varying levels, (b) guides or prompts or personal (teacher/peer) assistance, (c) extended access to instructional resources and equipment, (d) provided preferential seating and (e) additional time to complete assignment or class projects. Linear regression analysis revealed a significant positive relationship between teacher FOI of accommodations and student achievement (p < .05).
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Baker, Robert H. „Collegiate Student-Athlete Perceptions of the Impact of Concussion on Academic Performance“. Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etd/3006.
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The purpose of this qualitative study was to indicate the experiences of collegiate student-athletes in meeting academic demands when experiencing prolonged recovery from concussion and if they perceive a need for academic accommodations. There is a gap in present concussion and an absence of studies that examine if academic accommodations are helpful during concussion recovery. The study was guided by 3 research questions focused on the return to learn during the recovery process. The study was limited to 9 student-athletes currently enrolled at three postsecondary institutions: Christian Brothers University, Rhodes College, and the University of Memphis. The study participants met pre-established criteria for the study, were recruited by their athletic trainer at their respective institution, and voluntarily participated in individual interviews with the researcher or co-interviewer. Through a phenomenological approach, individual interviews were conducted with the participants. Four themes were identified in the data: negative impact on academic performance, academic pressures, inequity of student-athlete treatment, and impact on concentration ability. Each study participant’s story was shared through the data analysis process, and significant statements from the interviews as related to the research questions were included in the data analysis section. Ultimately, the data suggested that future research continue to focus on how student-athletes' recovery from concussion impacts their return to learn process.
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Evans, Kristie M. „Perceptions of Dietary Accommodations at Kent State University Dining Halls in Students with and without Medically Necessary Food Restrictions“. Kent State University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=kent1572867859097409.
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Gammon, Hannah Lee. „The Student Perspective: An Exploration of the Experiences and Needs of University Students with Mental Illness“. Wright State University Professional Psychology Program / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=wsupsych1374611249.
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Castillo, Claudia. „Students with Physical Disabilities - Reflections on their Experiences with Work Preparation Programs, Services and Accommodations in a Higher Education Institution“. FIU Digital Commons, 2016. http://digitalcommons.fiu.edu/etd/2567.
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For a variety of reasons, college students with disabilities encounter stressors beyond those of students who do not have disabilities. One of the more salient examples is that students with disabilities are required to disclose that they have a disability and to communicate with faculty and staff in order to receive academic accommodations, as afforded to them under sub-part E of Section 504 of the Education and Rehabilitation Act of 1974. Therefore, postsecondary institutions are required to make appropriate accommodations available to students with disabilities, but they are not required to proactively seek them out.
The purpose of this study was to learn about the needs that students with physical disabilities have concerning their successful transition into professional careers. This was accomplished by analyzing how five current senior students with disabilities reflected on their experiences, particularly in terms of using work preparation programs and/or accommodations necessary for them to participate in employment recruitment activities provided by the university’s career services office. The intent of those services was to transition disabled students from the university environment into the workforce.
The findings showed that the students perceived they did not receive a lot of information regarding the services available, and they also expressed that the university should have done more in transitioning them into their professional life. The basic premise is that higher education professionals, key support staff, and administrators who provide work preparation programs, career, transition and accommodation services to disabled students are in a position to help remove informational barriers, facilitate the use of services and accommodations, and to actively encourage students with disabilities to enter the workforce upon graduation. The results of this study may inspire university personnel to find creative ways to get students involved and motivated to seek services available to them, to be best self-advocates to students needing their services, and to understand the transition challenges that exist between academic life and entry into the workforce. By being more aware and sensitive about the needs of students with disabilities, the professionals who work with them might be better positioned to help them experience a successful and more supported transition into a competitive employment and independent life after college.
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Fincher, Melissa. „Investigating the Effects of a Read-aloud Alteration on the Third-grade Reading Criterion-referenced Competency Test (CRCT) for Students with Disabilities“. Digital Archive @ GSU, 2013. http://digitalarchive.gsu.edu/epse_diss/87.
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The purpose of this study was to examine the effects of a controversial test administration alteration, the read-aloud alteration, in which text (passages and questions) is read aloud to the student on a reading comprehension test. For students whose disabilities impair their skill in decoding text and reading fluently, accessing text to demonstrate their comprehension can be significantly impeded. Using a quasi-experimental design, this study examined whether the comprehension scores for students with disabilities with certain characteristics improved with the read-aloud alteration. Participants were fourth-grade Georgia public school students (N=664) enrolled during the 2005-2006 school year, with and without disabilities, who were administered the third-grade Reading Criterion-Referenced Competency Test under either the read-aloud or standard administration condition. A 20-question survey was completed for each special education student who participated by the educator most familiar with the student’s educational program. Several moderator variables, such as reading achievement as measured by an external criterion (the reading comprehension subtest of the Iowa Test of Basic Skills), the degree of the student’s disability, as rated by the teacher, and individualized educational program features such as the presence of a decoding objective and time spent in the general education classroom, were investigated. These moderator variables were hypothesized to help better identify students with disabilities who might need and benefit from the read-aloud alteration. Students given the read-aloud alteration achieved higher raw score gains on the posttest than those assessed under the standard condition regardless of their disability status (students with or without disabilities). No interactions were identified between the moderator variables studied and test condition, with the exception of testing condition (standard / read loud) and reading skill (below average, average, or above average). Regardless of disability status, students who were provided the read-aloud alteration and were classified as having below average reading skills on the norm-reference ITBS had higher gain scores than their peers.
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Dyches, Tina Taylor Morreau Lanny E. Lian Ming-Gon John. „Effects of an accommodation planning guide on teachers' recommendations of services, adaptations and accommodations for students with disabilities“. Normal, Ill. Illinois State University, 1995. http://wwwlib.umi.com/cr/ilstu/fullcit?p9633392.
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Thesis (Ed. D.)--Illinois State University, 1995.Title from title page screen, viewed May 11, 2006. Dissertation Committee: Lanny E. Morreau, Ming-Gon J. Lian (co-chairs), Dianne Ashby, Jeffrey Bakken, Margaret Shaw-Baker. Includes bibliographical references (leaves 154-168) and abstract. Also available in print.
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Edwards, Sarita. „Student preferences for accommodation at a Cape Town University: an application of the stated preference approach“. Thesis, Cape Peninsula University of Technology, 2019. http://hdl.handle.net/20.500.11838/3003.
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Thesis (Master of Marketing)--Cape Peninsula University of Technology, 2019This thesis sought to investigate students’ preferences regarding university accommodation. The object was to identify the aspects and elements of housing that students deemed most desirable. The research also aimed to ascertain which socio-demographic variables might serve as predictors of preference in student housing. The thesis focused on student housing at a university in Cape Town, South Africa. The researcher adopted a stated preference approach, applying direct measurement and conjoint analysis methods to answer the research questions. The study commenced with qualitative exploratory research, including a literature review and focus group interviews with students. This was followed by collection of cross-sectional quantitative data using person-administered, structured questionnaires distributed among students at the university. SPSS software was used to analyse a total of 457 completed questionnaires. The direct measurement results indicated that most students prioritised convenience, safety, cost and privacy when it came to choosing accommodation. The three most important attributes as ranked by respondents were having unlimited free WiFi, the inclusion of a 24-hour computer lab in the building, and 24-hour on-site security. In addition, respondents favoured the presence of a convenience shop/kiosk in the residence, followed by sharing showers with students of their own gender, and being within walking distance of campus. Preferences for some but not all the dimensions of accommodation appeared to be influenced by gender, age group and study level. When indicating their willingness to pay (WTP) for a variety of elements relating to accommodation, it emerged that the question of sharing the space in their room – their living and learning space – was very important to the students. The results showed that, apart from having unlimited WiFi and 24-hour on-site security, the aspects for which respondents were prepared to pay most concerned the private space of the individual, e.g. room privacy and room size, as well as having their own toilet and shower. WTP attributes also varied among students according to age group, gender and level of study. Results from the stated preference (conjoint) experiment analysis showed that students were most sensitive about the sharing of ablutions and number of roommates, strongly preferring private rooms and facilities, or sharing with fewer other students. Monthly rent is next most influential, followed by distance from campus. The model also showed significant differences in the preferences of students based on their gender. Research in this field is overdue because, owing to recent increases in the tertiary student population in South Africa, there is a growing shortage of student accommodation. Current and future student housing needs must be assessed, and any such assessment requires a thorough grasp of current student accommodation preferences. The results of this research thus contribute to the knowledge and understanding available to managers and developers of student accommodation regarding students’ requirements and preferences. The findings can serve as a set of guidelines for developers of student housing and as a foundation for formulating associated marketing strategies. Despite the existence of extensive research on student housing, few studies have focused on the preferences of students in developing countries, and even fewer in South Africa. This research seeks to fill this gap by increasing awareness and understanding of students’ preferences with regard to university accommodation.
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Coetzee, Anrike. „The future of student accommodation : the development potential of accommodation in the Hatfield Student Village“. Diss., University of Pretoria, 2019. http://hdl.handle.net/2263/73329.
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Over the past decade, the demand for student housing in the Hatfield Student Village, situated between the Hatfield and Hillcrest campuses of the University of Pretoria, has grown to a point, where the demand greatly overshadows the supply. Local developers, who recognised the need for housing among students, have made great progress in filling this gap. It has come to a point, where the University of Pretoria has the second largest supply of student housing in South Africa, after the University of Cape Town.
This study has sought to determine whether there is still development potential for student housing in the Hatfield area, and also to develop a 10-year masterplan for the future development of accommodation in the Hatfield and Hillcrest areas.
Prominent development companies in the student-housing industry were contacted; and interviews were conducted with 8 high-ranking individuals in 8 different companies. The interviews determined the developers’ appetites for the further development of student accommodation in an area, which is already highly competitive. Interviews were also conducted with various role-players in Hatfield, such as the CEO of Hatfield CID, as well as prominent Estate Agents working in the area. Further data were collected on the various occupancy levels in the existing student accommodation, in order to determine the need for future development.
The results showed that developers have developed the area to supply about 11 315 beds to the market. With 4 178 beds in line to enter the market within the next 5 to 10 years, the supply will be much larger than the demand. Opportunity must be given to the economy to recover; and thereafter, further development of student accommodation must concentrate on providing units for low-income students.
A 10-year masterplan, divided into short-, medium- and long-term time periods, provides a potential road-map to follow, for the future of student accommodation in the Hatfield Student Village. The plan elaborates on future development and the type of development, which would ensure a successful student community for the University of Pretoria.Dissertation (MSc)--University of Pretoria, 2019.
Construction Economics
MSc (Real Estate)
Unrestricted
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Mordeglia, Cristina. „The Home-Office Lighting Kit“. Thesis, KTH, Ljusdesign, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-297959.
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This Master Thesis, inspired by the relevance that home-offices have assumed as a consequence of the COVID-19 pandemic, originated from the architectural, quantitative, and qualitative analysis of lighting within the author’s student accommodation on KTH Main Campus, in Stockholm (Sweden). As a matter of fact, this background study proved that recommended lighting levels (Illuminance, Contrast Ratio, CCT, CRI, M-EDI, and DER values) were not met, making the space unsuitable and unhealthy to both live and work in. Moreover, evaluating individual lighting preferences, it was demonstrated that flexibility, customizability, and adaptability to daylighting and tasks are fundamental requirements for working from home.Considering the temporary nature of students’ leases, the idea of developing an inexpensive and easily assemblable kit of smart products, aimed at improving lighting in dormitories, came quite naturally.To study the implementation of visual comfort and focus on tasks, literature review, market analysis, quantitative measurements, and hands-on experiments were carried on.Thus, with the gained knowledge and experience, the Home-Office Lighting Kit, an array of commercially available sockets, shades, and smart sources, supporting circadian rhythm and individual preferences, was proposed. Along with it, instructions on set-up and scenarios were provided.Although the overall conclusion was that the market needs products with a better balance between price, sturdiness, and reliability, the lighting conditions within the case study space were substantially improved, making other students interested in doing the same.Eventually, interesting cues for the sector’s development were proposed.
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Balsdon, Stacey. „'Studentsification' : recognising the diversity of student populations and student accommodation pathways“. Thesis, Loughborough University, 2015. https://dspace.lboro.ac.uk/2134/18200.
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This thesis advances understandings of the diversity of student populations, student accommodation pathways, and connections to processes of studentification. The massification of HE, coupled with widening participation and internationalisation agendas, has led to changes in the social composition of the student population. Alongside this transformation, student accommodation preferences are changing, and student accommodation is being supplied which contrasts with traditional notions of shared student housing. From this starting point, this thesis progresses existing knowledges of student geographies in several ways.
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Clayton, Spencer Paul. „Malingering Detection among Accommodation-Seeking University Students“. BYU ScholarsArchive, 2010. https://scholarsarchive.byu.edu/etd/2539.
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Universities have increasingly sought to provide accommodative services to students with learning disorders and Attention-Deficit/Hyperactivity Disorder (ADHD) in recent decades thereby creating a need for diagnostic batteries designed to evaluate cognitive abilities relevant to academic performance. Given that accommodative services (extended time on tests, alternate test forms, etc.) provide incentive to distort impairment steps should be taken to estimate the rate at which students distort impairment and to evaluate the accuracy with which symptom distortion is identified. In order to address these concerns, the Word-Memory Test, Test of Memory Malingering, and Fake Bad Scale (of the MMPI-2) were compared in terms of their clinical utility in a university sample within a two-part study. In the first portion of the study, an analogue design (which included a control group (n = 29) and an experimental group (n = 30) that was asked to simulate an academic disability) was used to calculate the sensitivity and specificity of each measure. In the second portion of this study, scores were collected for 121 consecutively presenting students who were evaluated for academic difficulty at a large private university. Failure rates on measures of malingering placed the base rate of malingering within this population between 10 and 25 percent. The Word-Memory Test (WMT) demonstrated the most robust sensitivity and specificity. The modest sensitivity of the Test of Memory Malingering (TOMM) can be partially explained by the ease with which the measure is completed by university students as well as the format of its presentation. Although the scores on Fake Bad Scale (FBS) are modestly correlated with group membership (between controls and simulators), its use should be discouraged in this context due to poor sensitivity and to high rates of false positives.
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Spire, Zachery Daniel. „Student residential accommodation and student engagement : a study of two cases in England“. Thesis, University College London (University of London), 2018. http://discovery.ucl.ac.uk/10053437/.
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This thesis explores the relationship between student residential accommodation (SRA) and student engagement (SE) in England. My own experiences living and working as a student and professional in multiple higher education institutions (HEI) in the United States (US) and England inspired the pursuit of this work. Three key questions emerged from engaging with existing literature and research on SRA and SE for this thesis. The three key questions framing this study were: what factors influence HEI provision of SRA, what is the relationship between SRA and SE, and, what does SE in and with SRA mean to students and staff? To address those three primary research questions, the following were my aims for fieldwork: to gather, synthesise and analyse key texts and institution policy documents related to provision of SRA; to provide a description of two institution provided SRA through the use of observations (including: field notes, photographs of the buildings under study, floor plans and internal design, amenities, students’ rooms, student room layout and organization); to collect student and staff feedback on SE in and with SRA, and, to compare and contrast stated institution policy related to SRA with student and staff feedback on institution provided SRA. Reflecting on existing empirical research related to SRA and SE, this study was designed using a qualitative case study lens. The qualitative case study lens was underpinned by three data generation methods, including: observations, interviews and questionnaires. Triangulation of staff and student feedback across these data generation methods provided opportunities to compare and contrast staff and student feedback within and across the two case sites under study. A number of key findings and contributions emerged from this study. First, the use of SE as a lens provided a novel way of framing and exploring SRA. The use of SE as a lens also illuminated a number of factors influencing staff and students’ experiences in and with SRA. Second, the study of undergraduate and postgraduate domestic and international students contributed new data and feedback to the existing literature and research. Third, institutional policy and approach to provision of SRA framed staff and student expectations and engagement in and with SRA. Fourth, practice and practitioner approaches to SRA provision were key to staff and student’s experiences with and in SRA. Finally, the interface of SRA physical, social and personal space were key components of SE in and with the SRA studied for this research. Further research may explore the relationship between SRA and SE across diverse institutional, national and international HE contexts.
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Nannemann, Allison C. „ASelf-Accommodation Strategy for Students with Visual Impairments:“. Thesis, Boston College, 2019. http://hdl.handle.net/2345/bc-ir:108379.
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Thesis advisor: David ScanlonClassroom accommodations are a primary means of providing an appropriate education for students with disabilities. While there is value in student involvement in the accommodations process, the process continues to be teacher-driven, so we need to teach students to be strategic in selecting and utilizing their own accommodations. This problem holds true across disabilities, and students with visual impairments are no exception. The Student Self-Accommodation Strategy (SSA) was developed to support students with high-incidence disabilities in strategically selecting and utilizing their own accommodations. This study investigated SSA learning and performance for students with visual impairments and how learning the SSA impacted their classroom accommodation practices. The learning experiences of four students with visual impairments were compared using comparative case studies (Cresswell, Plano Clark, Gutmann, & Hanson, 2003) within a sequential explanatory design (Hanson, Creswell, Plano Clark, Petska, & Creswell, 2008). Mixed methods data were collected before, during, and after strategy instruction pertaining to accommodations knowledge and practices, strategy learning and performance, metacognition and self-regulated learning, and student perceptions of the SSA. Cross-case analysis revealed key findings regarding strategy instruction, strategy learning and performance, and metacognition and self-regulated learning. These key findings have implications for educating students with visual impairments and future research on the SSA. Ultimately, this study indicates that the SSA is a valuable tool for strategically selecting and utilizing accommodations; however, characteristics of individual students and their learning environments have a considerable impact on the development of strategic thinking
Thesis (PhD) — Boston College, 2019
Submitted to: Boston College. Lynch School of Education
Discipline: Teacher Education, Special Education, Curriculum and Instruction
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Velek, Jan. „Formy bydlení a ubytování studentů a jejich vliv na danou lokalitu“. Doctoral thesis, Vysoké učení technické v Brně. Fakulta architektury, 2010. http://www.nusl.cz/ntk/nusl-233231.
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Dockery, Lori Lee. „Testing accommodations for ELL students on an achievement test battery“. Diss., University of Iowa, 2013. https://ir.uiowa.edu/etd/2477.
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How well students perform on standardized tests can affect their educational paths and the rest of their lives. In addition, students' performances on state assessments will affect their schools due to the No Child Left Behind Act. For English language learners (ELLs), the success on tests may be diminished due to their inability to completely understand what they are reading on a test. Because ELLs are a growing proportion of the population and have greater risk of not performing well in school, dropping out, and not moving on to have a job, it is very important to address their educational performance. To alleviate the difficulty of not being able to understand English competently, various testing accommodations can be given. The purpose of this study was to describe how different types of accommodations are being distributed, particularly among ELL students, on an achievement test battery. Several variables were examined to assess whether they related to which accommodation would be assigned to an individual student.
This study used data from a recent 2010 national standardization of an achievement test battery, which sampled 33,226 students from grades 3-8 across the U. S. In addition to the tests, students completed a survey which asked for such information as gender, home language, and ethnicity, and test administrators reported on that same survey which testing accommodations students were given, whether students were migrants, whether students participated in a free or reduced-price lunch program, and whether students were ELL students. These variables, along with students' Reading, Math, and Science scores were used to describe the groups of students given each accommodation.
Five testing accommodations were reported by the students - giving students extended time to take the test, allowing students to use a word-to-word dictionary, reading parts of the test aloud to the students, repeating instructions, and having the test administered by an ELL teacher. Of all these, the group that was most similar to the entire sample on the test results for the Reading, Math, and Science was the group given dictionaries, a group predominantly comprised of Asian students. The other testing accommodation groups had much lower percentile ranks on average. ELL students were largely Hispanic, spoke Spanish at home, and had lower percentile ranks on the Reading, Math, and Science tests than non-ELL students. Although the majority of ELL students in this sample was not free or reduced-price lunch eligible, there was a higher percentage than was found in the sample as a whole.
It was found that several variables were potentially important in how testing accommodations were distributed among students, including grade level, ethnicity, home language, and socioeconomic status (SES). Variables which did not seem important were gender and school. Home language and SES were also important in testing performance, with low SES students performing much worse on average than the sample as a whole. Students who had Spanish as their home language did not perform as well on the tests as students whose home language was English or another language. Lastly, a gap analysis using effect sizes showed some evidence for the gap between ELL and non-ELL students being larger in higher grade levels.
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Lindsey, Dana. „Effectiveness of Testing Accommodations for Postsecondary Students with Learning Disabilities“. ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2608.
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Learning disabilities (LDs), which are the most common diagnosis of students entering colleges, are found in approximately 3% of first-year college students. Little information is available, however, on the role of classroom accommodations on these students' academic performance. The purpose of this study was to determine whether academic performance, self-efficacy, and motivation of postsecondary LD students were influenced by extended testing time. Social cognitive theory and expectancy-value theory were used to frame the study. Fifty-three participants from a community college in the Southeastern United States who were approved to receive classroom accommodations completed a demographic questionnaire and measures of motivation and self-efficacy. Independent sample t tests indicated a significant relationship between extended time and self-efficacy, but extended time did not affect academic performance and there was no significant predictive relationship between extended time, motivation, self-efficacy, and academic performance. Findings focus a spotlight on the typical methods of addressing the success of college students with disabilities, and suggest that providing extra time may not have the intended effect of increasing their academic performance in the classroom. Results may be used to support additional means of increasing self-efficacy among college students with disabilities.
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Danesh, Pedram. „The Student Habitat : "a small and interactive community where students can live, interact and socialize."“. Thesis, KTH, Arkitektur, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-156057.
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I’ve chosen a subject that's close to my heart, as a student who has experiences the need of a change in the traditional student living.I've focused my theses on finding the key ingredients for improving an individuals time as a student. In a time when students are struggling to find accommodation that fulfills the need of being close to university, close to social places, adequate size and affordable. This is close to impossible! This is not just a problem in Stockholm but an international dilemma. The heart of my thesis is, how can we create clever ways of student accommodation with emphasis on community and a more sustainable way of living? Only when we start embracing change and by breaking out of our traditional individual living, can we then start to realise and recognise the benefits of working, studying and living together. My key answer to the problem is "The student habitat”- a small and interactive community where students can live, interact and socialize. By implementing an academic community that's integrated in our living space, can we then form an added value and acceptance in small size accommodation. Smaller living area, but a greater social interacting platform. This solution would result in improved relation with other students, improved teamwork, better integration with students from a variety of socioeconomic backgrounds, improved academic achievement and better motivation.Jag har valt ett ämne som ligger nära mitt hjärta, som en student som har upplever behov av en förändring i den traditionella eleven bor. Jag har fokuserat mina teser om fi ENDE de viktigaste ingredienserna för att förbättra en individ tid som student. I en tid när eleverna kämpar för att fi nna boende som ful fi lls behovet av att vara nära universitetet, nära till sociala platser, tillräcklig storlek och prisvärd. Det är nästan omöjligt! Detta är inte bara ett problem i Stockholm, men ett internationellt dilemma. Hjärtat i min avhandling är, hur kan vi skapa smarta sätt för studentbostäder med betoning på gemenskap och ett mer hållbart sätt att leva? Först när vi börjar omfamna förändring och genom att bryta ut ur vår traditionella individuella levande, kan vi sedan börja inse och erkänna de bene fi ts att arbeta, studera och leva tillsammans. Min nyckel svar på problemet är "Studenten livsmiljö" - en liten och interaktiv community där studenter kan leva, interagera och umgås. Genom att implementera en akademisk gemenskap som är integrerat i vårt livsrum, kan vi sedan bilda ett mervärde och acceptans i liten storlek boende. Mindre vardagsrum, men en större social samverkande plattform. Denna lösning skulle resultera i bättre relation med andra studenter, bättre lagarbete, bättre integration med elever från olika socioekonomiska bakgrunder, förbättrad akademisk prestation och bättre motivation.
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Knoth, Sharon K. „Essential accommodations for students with sensory impairments : perceptions from the field“. Virtual Press, 2006. http://liblink.bsu.edu/uhtbin/catkey/1354646.
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This thesis explored standardized assessment practices and analyzed accommodations commonly provided to address the unique needs of students with a sensory impairment. Current assessment practices in Indiana result in well below average scores on the Indiana Statewide Testing for Educational Progress - Plus (ISTEP+) and the Graduation Qualifying Examination (GQE) for students who have a sensory impairment. Using a mixed-method of qualitative and quantitative processes, the researcher postulated that if assessment processes were equitable for this population of students, their scores should approximate the normal distribution seen in the overall state totals for the total school population; albeit with a slightly lower trajectory. Reasoning being that the overall population of students with a sensory impairment spans from students with high ability to students with multiple disabilities. Through a literature review and meta-analysis on the topic of assessment, surveys and discussions with varied local experts, and interviews with state and national experts in the sensory areas represented, this study sought to establish a framework for accommodating this population of students on standardized assessments. Using descriptive analysis procedures, the various data sets brought forth 25 qualities or practices that the diverse experts agreed should be in place when assessing this population of students. The data reflected a high level of consensus among parents, teachers, state, and national experts regardless of region of state represented. The data also reflected consensus across sensory subgroups (blind, deaf, deafblind, hard of hearing/cochlear implant, and low vision). The research concluded with a modified confirmatory factor analysis of the 25 qualities with the state-dictated permissible accommodations published in the test guidance manual. This analysis revealed less than half of the perceived best practices were in place for the current state-mandated assessment system. Suggestions for improving accommodation options on future assessment procedures and the prospective for further research were offered.Department of Special Education
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Beal, Maryann. „Serving Students with Neurological Disorders: A Manual for Educators“. Diss., The University of Arizona, 2006. http://hdl.handle.net/10150/194131.
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During the past 20 years, the number of children and youth with neurological disorders attending schools has increased dramatically. There are two reasons for this increase. First, medical advances have resulted in more children and youth with neurological disorders surviving. Second, in the past, children with disabilities and health care needs were cared for in hospitals and residential institutions. Since 1975, however, federal legislation has mandated that all children with disabilities be provided a free appropriate public education in the nation's schools and in general education classrooms whenever possible.Unfortunately, school administrators and classroom teachers are not trained in how to accommodate students with neurological disorders. The medical literature provides information regarding the medical aspects of neurological disorders. However, neither the medical literature nor the educational literature provides the specialized knowledge and skills administrators and teachers need to plan for and provide appropriate educational and health related services to children with neurological disorders. This dissertation addresses the need to provide teacher and administrators with practical information about accommodating students with neurological disorders in schools.The purpose of this project was to develop a resource manual which describes the impact of students' neurological disorders on their education. This "user-friendly" resource manual can be used by teachers, administrators, and support staff in developing individualized educational programs for children and youth with neurological disorders. The manual focuses on six neurological disorders about which school personnel have limited knowledge. Section One includes a historical overview of the education of children with neurological disorders and the legislation which mandates that schools must provide all children with disabilities an appropriate education. Section Two describes each neurological disorder by presenting the definition of the disorder and its associated physical and cognitive conditions. Section Three addresses accommodations teachers can use in classrooms to meet the individual physical, cognitive and health care needs of these children.
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Lyman, Michael James. „Barriers to Accommodation Use for Students with Disabilities in Postsecondary Education“. BYU ScholarsArchive, 2013. https://scholarsarchive.byu.edu/etd/3525.
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Students with disabilities at the postsecondary level face a number of different barriers to accommodation use. Past research has shown that students with disabilities that use accommodations obtain greater academic achievement and higher graduation rates. Limited research has been conducted to identify barriers to accommodation use, and the research that has been conducted has not sampled a population that was specifically identified as having faced barriers to accommodation use. By interviewing students with disabilities, who had been identified as having faced barriers, this study identified seven themes. Four of the identified themes were considered complex as they contained sub-themes, while the other three themes were more straightforward and contained no sub-themes. The four complex themes were Desire for Self-Sufficiency, Desire to Avoid Negative Social Reactions, Insufficient Knowledge, and Quality and Usefulness of DSS and Accommodations. The three straightforward themes were Negative Experiences with Professors, Fear of Future Ramifications, and Accommodations are Not Needed. It is hoped that the findings of this study help both disability support service providers and students with disabilities in making better and more informed decisions regarding barriers to accommodation use.
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Pennell, Tami. „Students with learning disabilities and post-secondary institutions : transitioning and reasonable accommodations /“. Internet access available to MUN users only, 2003. http://collections.mun.ca/u?/theses,167704.
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Brown, William Michael. „Virginia teachers' perceptions and knowledge of test accommodations for students with disabilities“. W&M ScholarWorks, 2007. https://scholarworks.wm.edu/etd/1550154029.
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Paton, Teresa Kaye Worth. „Examining Academic Accommodations for Students with Disabilities in a Higher Education Setting“. Thesis, Northcentral University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10690284.
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Public Law 94-142 (PL 94-142), the Education for All Handicapped Children Act of 1975, was signed into legislation in 1975. This anchor piece of legislation became one of the most influential in the advocacy of a special needs population that previously had been institutionalized or removed from the public school setting because they were not learning as other students were. With subsequent pieces of legislation and continued advocacy, significant numbers of students with disabilities (SWDs) are enrolling in institutions of higher education. Students are provided with transition plans, which are legislatively mandated to offer postsecondary options for SWDs. However, the general problem is the low retention and graduation rates of postsecondary SWDs. Comparatively, postsecondary SWDs earning a college degree range from 11–13%, whereas 28–30% of their non-disabled peers earn a college degree. Specifically, academic accommodations have been the catalyst for learning in the K-12 setting, yet there is a common misunderstanding of their purpose and use in the postsecondary setting. This transcendental phenomenological study examined the lived experiences of postsecondary SWDs accessing academic accommodations in their postsecondary educational attainment. Specifically, this study will examine perceptions, experiences, attitudes, and academic accommodations related to the success or failure of postsecondary SWDs. Participants will include postsecondary SWDs attending a small, private, faith-based institution of higher education in Lakeland, Florida, a city in Polk County, which is centrally located between Tampa and Orlando, Florida.
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Azimi, Shakera. „Female Muslim-American students' perceptions of socio-cultural accommodation in California public high school“. Scholarly Commons, 2011. https://scholarlycommons.pacific.edu/uop_etds/795.
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This study examined the perceptions of a sample of female Muslim-American students regarding their socio-cultural accommodation in California public high schools. The research provides insight into the daily lives of female Muslim-American high school students to be available to counselors, teachers, and administrators. It also illustrates female Muslim-American students' struggle in trying to adjust to the school environment.
The study used perspectives from the theoretical framework of social and psycho-social development, principles of multi-cultural education, and education in Islam. The research was based on data gathered through focus groups and individual interviews with six female Muslim-American first-year university students.
The study findings suggested the following: Stereotypical assumptions among fellow students, teachers, and administrators exist with regards to female Muslim-American students on California public high school campuses. Also, despite the lack of accommodation for their religious and socio-cultural practices and the fact that they are socially marginalized, the female Muslim-American students interviewed during this study were able to graduate from high school and attend university. The students attributed their success in high school to the support of their families and religious life, which prepared them to be resilient and to overcome the challenges presented by common misconceptions during their high school years.
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Moldenhauer, Jerold W. „Educational accommodations available to students with disabilities attending the Wisconsin technical college system“. Online version, 2000. http://www.uwstout.edu/lib/thesis/2000/2000moldenhauerj.pdf.
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Loser, Nichole M. „Malingering Detection Measure Utility and Concordance in a University Accommodation-Seeking Student Population“. BYU ScholarsArchive, 2012. https://scholarsarchive.byu.edu/etd/3668.
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According to the Americans with Disabilities Act, universities and colleges are required to provide accommodative services for students with disabilities. Many studies have examined the role of malingering mental health symptoms in order to obtain psychotropic medications, but very little research has been done on the role of accommodations as secondary gain in students who may malinger learning disabilities. This study sought to examine both the usefulness of implementing specific malingering detection measures in psychological evaluations with university students and the agreement of those measures within the population. Archival data was gathered from a university accommodation clinic that provided free psychological evaluations for consecutively presenting students (N=121). Four malingering detection measures were used: the Test of Memory and Malingering (TOMM), the Word Memory Test (WMT), the WAIS Digit Span (DS) and two cut scores for the MMPI-2 F Scale (F Scale 80 and F Scale 95). Scores for these four malingering detection measures were compared in terms of their agreement rates, their classification rates (at a 10% malingering base rate recommendation), and their sensitivity, specificity, positive and negative predictive powers using both the TOMM and WMT independently as diagnostic criterion. A qualitative examination of the data revealed that different combinations of measures did classify some of the same respondents as malingering. Results indicated that each of these four measures share the ability to detect malingering in its different forms and have similar classification rates. Although the TOMM and WMT likely provide overlapping information, the pragmatic implementation of one of these measures may assist in the evaluation of suspected malingering with accommodation-seeking students.
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Kim, Sara. „International Students' Cross-cultural Communication Accommodation through Language Approximation and Topic Selection Strategies on Facebook and Its Relationship to the Students' Acculturation Attitude, Psychological Adjustment, and Socio-cultural Adaptation“. Thesis, The University of Arizona, 2015. http://hdl.handle.net/10150/596088.
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Language use and communicative behaviors are important indicators of sojourners' adjustment. The current research was conducted to understand international students' communication behavior on Facebook during their adjustment period in the US and its relationship to the students' acculturative attitude (identification with heritage and mainstream culture), current psychological adjustment level, socio-cultural adaptation level, and target audience on Facebook. Two main theories provided the theoretical framework of the study: Giles' communication accommodation theory (1973) and Berry's acculturation model (1984). Snowball and convenience samples were used to recruit 178 international students from different universities across the US. A mixed approach of online survey and content analysis was used to test the hypotheses and research questions. The results showed that during the stay in the US, international students accommodate their language and topic choice towards their American peers on Facebook. Particularly, it was found that language accommodation levels increase as the students' length of stay in the US increases. The results also demonstrate that international students use Facebook mainly to communicate with friends who reside in the US. When students had higher levels of mainstream identification, they were likely to target American friends as their audience on Facebook and thus have more language and topic accommodation. Additionally, acculturation attitude (heritage and mainstream identification) predicted the students' language accommodation level. Lastly, the study showed that there is a positive relationship between language accommodation and sociocultural adjustment. The findings of the study not only expand the scope of communication accommodation theory and acculturation model, but also enhance understanding of international students' online communication patterns, their purposes, and practical consequences upon their adjustment in the US. This is important because it can be useful in finding ways to improve the students' experience in the US.
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Smith, Sean. „Attitudes towards accommodations for students with learning disabilities : a study of Rowan University faculty /“. Full text available online, 2007. http://www.lib.rowan.edu/find/theses.
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Lovett, Benjamin Joshua. „Determinants of postsecondary students' performance on timed examinations: implications for extended time testing accommodations /“. Related electronic resource:, 2007. http://proquest.umi.com/pqdweb?did=1407687051&sid=1&Fmt=2&clientId=3739&RQT=309&VName=PQD.
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Reinschmiedt, Heather J. „Postsecondary students with disabilities receiving accommodations : a survey of satisfaction and subjective well-being /“. Available to subscribers only, 2008. http://proquest.umi.com/pqdweb?did=1564022381&sid=9&Fmt=2&clientId=1509&RQT=309&VName=PQD.
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Thesis (Ph. D.)--Southern Illinois University Carbondale, 2008."Department of Rehabilitation." Keywords: Postsecondary students, Disabilities, Accommodations, Well-being, Student satisfaction Includes bibliographical references (p. 65-77). Also available online.
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Frey, Terrell Kody. „CAT IN THE CLASSROOM: UNDERSTANDING INSTRUCTOR BEHAVIOR AND STUDENT PERCEPTIONS THROUGH COMMUNICATION ACCOMMODATION THEORY“. UKnowledge, 2019. https://uknowledge.uky.edu/comm_etds/85.
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Adjusting one’s communication is a fundamental requirement for human interaction (Gasiorek, 2016a). Individuals adapt communication behavior according to the circumstances surrounding the situation, resulting in different patterns and forms of speech relative to spouses, family members, coworkers, or friends. Yet, researchers in instructional communication have not yet substantially applied adjustment as a theoretical lens for understanding instructor-student classroom interactions (Gasiorek & Giles, 2012; Soliz & Giles, 2014; Soliz & Bergquist, 2016). Apart from overlooking this useful theoretical approach, instructional communication scholarship can also be improved by accounting for 1) shifting group identities in higher education that change how instructors and students communicate, 2) incomplete conceptualizations of student perceptions in existing research, and 3) a consistent lack of concern for the hierarchical structure of educational data. This dissertation seeks to resolve these limitations through an application of one of the most prominent theories of adjustment: communication accommodation theory (CAT; Giles, 1973; Giles, Willemyns, Gallois, & Anderson, 2007a). The research specifically extends the CAT framework to an instructional setting by investigating how student perceptions of instructor nonaccommodation across several modes of communication (i.e., nonverbal, linguistic/verbal, content, support) influence information processing ability, relationships with instructors, and beliefs about instructors. Data were collected from 573 undergraduate students across 38 sections of a basic communication course (BCC). Students completed an online questionnaire assessing perceptions of the appropriateness of their instructor’s behavior (i.e., nonaccommodation), extraneous load, communication satisfaction, instructor-student rapport, instructor credibility, and instructor communication competence. The results first forward a nuanced measure for assessing nonaccommodation in a manner consistent with the theoretical propositions of CAT. Second, a series of analyses using hierarchical linear modeling (HLM; Raudenbush & Bryk, 2002) showed significant associations between perceptions of nonaccommodation across modes and students’ reported classroom outcomes. Interestingly, several of the individual, direct relationships disappeared when multiple modes of nonaccommodation were considered simultaneously, introducing the possibility that individuals may prioritize the appropriateness of certain behaviors within context. The data hierarchy (i.e., students enrolled in course sections) did exert some influence on the relationships between variables, yet the majority of variance accounted for across models occurred at the student level. Implications of the results related to both theory and practice within the basic communication course are presented in the discussion.
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Richardson, Mark. „THE RELATIONSHIP BETWEEN THE USE OF ACADEMIC ACCOMMODATIONS AND SUCCESSFUL PROGRAM COMPLETION OF STUDENTS WITH DISABILTIES AT COMMUNITY COLLEGES“. VCU Scholars Compass, 2010. http://scholarscompass.vcu.edu/etd/2180.
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The purpose of this study was to examine the relationship between the use of academic accommodations and successful program completion of students with disabilities enrolled in two campuses of a community college. Current and past research has focused on the role, faculty perception and student satisfaction of Disability Support Services (DSS) at postsecondary institutions. However, evidence that the use of academic accommodations actually aids in the successful program completion rate of post secondary students with disabilities does not exist. A causal-comparative research method was used to examine secondary data provided by the Office of Student Accommodations located at two community college campuses to determine whether a relationship exists between successful program completion and use of academic accommodations, disability category, academic program and academic campus setting. This study also examined whether the use of academic accommodations varied by disability category, academic campus setting, academic program and successful program completion. Results indicated that users and non-users of academic accommodations are both highly successful in completing their programs. Some differences were found in use of academic accommodations related to student disability and college campus (urban versus suburban) but not in relation to academic program. Results of this study and the impact of these findings are discussed.
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Martinez, Tonnie. „The accommodation readiness spiral : a framework for teaching culturally and linguistically diverse students /“. Search for this dissertation online, 2005. http://wwwlib.umi.com/cr/ksu/main.
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Kinton, Chloe. „Processes of destudentification and studentification in Loughborough“. Thesis, Loughborough University, 2013. https://dspace.lboro.ac.uk/2134/12668.
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This thesis presents the first empirical findings of processes of destudentification, using the case study of the university town of Loughborough, UK. Within the context of recent profound changes to higher education, studenthood and local housing markets, the study is timely since understandings of the processes of destudentification and population restructuring remain underdeveloped (Sage et al. 2012a: 600). The thesis advances knowledge of student geographies in several ways. First, the thesis establishes a definition of the concept of destudentification, which encapsulates the complexities and diversities of the processes at local neighbourhood scales. Second, the discussion considers the overlaps between studentification and destudentification from a conceptual perspective. It is contended that although studentification (as a concrete outcome) is a necessary prerequisite for destudentification, destudentification is not an inevitable outcome of studentification. It is argued that both are distinct, yet interrelated, processes of urban change. Third, the empirical findings show that processes of destudentification and studentification can unfold in concurrent ways, and within and between different areas of a university town. Fourth, the discussion exposes some of the leading causes of destudentification and studentification, emphasising the complex interrelationships between the balance of supply and demand of student accommodation, and the ways that higher education institutions, accommodation providers and the student population mediate and influence the dynamic production and consumption of student housing. It is concluded that an understanding of the complex and diverse relationships between geographies of destudentification and studentification is essential for progressing knowledge of processes of urban change in university towns and cities.
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Thompson, Alice. „Putting 'accommodating' families in the picture : housing, informal care and secondary student homelessness /“. [St. Lucia, Qld.], 2006. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe19826.pdf.
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Schoch, Christina Sigrid. „Teacher Variations When Administering Math Graphics Items to Students With Visual Impairments“. Diss., The University of Arizona, 2010. http://hdl.handle.net/10150/194668.
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This exploratory study investigated the techniques used by teachers of the visually impaired when administering math questions with graphics to students with blindness or low vision. The researcher observed and videotaped 10 pairs of students with visual impairments and their teachers while the students were taking a test that consisted of 12 graphic math items and found a wide variance existed between teachers in the administering of mathematical test items with graphics to their students. The most prevalent teacher behaviors observed were teacher initiation and graph detail description. For the majority of the teacher initiated responses, teachers gave information on a specific detail of the math graphic. Students predominantly asked for clarification regarding the math graphic itself or clarification of the math problem itself. Teachers used a variety of factors in determining if and when students required assistance during testing for large print or tactile graphics. No statistical significance was found between braille and large print groups with regard to teacher variation, student variation, and scores on test items, No relationship was found between correct answers on the test and teacher variation scores but a strong, positive correlation existed for total test time and teacher variation scores. In addition, there was no statistical significance, between the six math graph types used in this study. Hand movements of braille students were also observed, 90% of students using either both hands or mostly both hands when exploring the tactile graphic math problem. A horizontal movement was the primary direction students used when examining the tactile graphic. Recommendations were made regarding future research with large print and tactile graphics
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One, Feather Monica. „Test Accommodations and Standardized Assessment for Students with Learning Disabilities who are Second Language Learners“. Diss., The University of Arizona, 2010. http://hdl.handle.net/10150/194234.
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Federal mandates require that all students participate in large-scale assessments. A population of students with learning disabilities and who are second language learners are emerging within the schools. The purpose of this descriptive study was to gain additional knowledge about accommodation use by determining what accommodations were provided and whether the accommodations used were related to student achievement. Information was collected on accommodation use by 6th and 7th grade students who participated in a large-scale assessment. A post hoc data analysis was conducted to investigate accommodation use during the AIMS-DPA reading assessment. The collected data indicated a high percentage of accommodations were provided to English language learners, who have learning disabilities in 6th grade than 7th grade. A higher number of non-linguistic accommodations were provided than language-related accommodations. Language-related accommodations were provided more frequently to 6th grade students. Analyses indicated that reading performance and accommodations were not significantly related.
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Zurcher, Raymond John. „The effects of testing accommodations on the admissions test scores of students with learning disabilities /“. Digital version accessible at:, 1999. http://wwwlib.umi.com/cr/utexas/main.
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Krones, Mary Patricia. „High school general education English teachers' perception of IEP accommodations for students with Asperger Syndrome“. Thesis, Illinois State University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10130854.
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The purpose of this qualitative design study was to better understand the experiences of high school general education English teachers who have students with Asperger Syndrome in their classes. More specifically, this researcher wanted to better understand the teacher’s perception of the IEP-denoted accommodations the general education teachers are responsible for implementing. Data collection consisted of semi-structured interviews, classroom observations, journal entries and collection of artifacts. Findings of this study include: the IEP document and IEP process from the lens of the general education teacher do not provide adequate information when considering the unique needs of students with Asperger Syndrome; general education English teachers are committed not only to forming relationships with students with Asperger Syndrome, but often take it a step further, taking on the role of advocating for the student as well as encouraging the student to advocate for himself or herself; and general education English teachers are committed to doing what works for the student, regardless of what information can be found in the IEP document.
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Dixon, Corrina Aloyse. „Accommodating women's learning in continuing medical education“. CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2447.
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The purpose of this project was to present continuing medical education providers with a handbook that presents current perspectives on women's learning and suggests practice guidelines that can be incorporated into the planning of existing and future medical education activities.
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Simpson, Schyler. „“Advise Me!” Understanding Undergraduate Student Perceptions of Learning in Academic Advising“. UKnowledge, 2013. http://uknowledge.uky.edu/comm_etds/10.
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This dissertation is a theoretically driven empirical analysis of instructional communication in academic advising. It explores the effects of perceived advisor accommodation on advisee learning. Specifically, it examines whether academic advisors employ accommodation communication that influence affect, cognitive learning, and behavioral learning outcomes in advisees. Four hundred and seventeen students were asked to report on their perceptions of learning through an online cross-sectional survey that addressed communication accommodation strategies employed in the advisor/advisee experience. Results show that behavioral learning (measured by intentions) was significantly predicted by advisor inquiry of school-related content (β = .391, p < .01); advisor attentiveness (β = -.169, p < .01); affect toward advising content (β = .154, p < .01); and cognitive knowledge (β = .244, p < .01)].
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Williamson, Ramona D. „Accommodation and Curriculum Modification for Students with Special Needs: A Study of Teachers' Attitudes“. ScholarWorks@UNO, 2011. http://scholarworks.uno.edu/td/1354.
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The purpose of this study was to examine the attitudes of teachers towards providing accommodations and modifications required for students with special needs in general education classes. The study also examined the differences between these educators’ willingness, preparedness, and selected demographic and descriptive characteristics, which included teacher education, educational setting, and support provided for inclusion. As such, it contributed to both the theory and the practice of teaching students with disabilities in inclusive settings.
The sample included willing general and special education teachers in one suburban school district in the southeastern United States. The instrument was a modified version of the Teacher Acceptability and Use Scale (TAUS) (Boulton, 2003).
Statistical analysis revealed little significant difference in willingness between special education and general education teachers, although special education teachers perceived themselves as slightly more prepared than general education teachers to make accommodations and modifications to the general curriculum for the student with special needs included in the general education classroom. In conclusion, the results of this study indicate that teachers’ perceptions of their preparedness for accommodating students with special needs has improved in recent years.
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Loberg, Anne. „Differentiated instruction in the EFL Classroom : Accommodation for advanced students in Swedish Primary Education“. Thesis, Högskolan i Gävle, Avdelningen för humaniora, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-32449.
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Classrooms in Sweden are heterogeneous and this is acknowledged in the curriculum, stating that all students have an equal right to education at their own level. Teachers must, therefore, design their teaching plan taking this into account. Previous investigations have shown that the Swedish schools do not fulfill this completely for advanced students. The objective of this study was to examine how Swedish teachers differentiate their English as foreign language (EFL) lessons to reach the advanced English students in the lower grades, what challenges they experiences and how they assess the students’ learning outcomes. Information was obtained through a survey and semi-structured interviews with preschool class and grade 1-3 teachers. The survey and question about participation in an interview, was emailed to schools in 74 randomly chosen municipalities all across Sweden. A total of 156 answers to the survey and five interviews are included in the analyses. The results show that the majority of teachers with experience of advanced students differentiate instruction, by using several different strategies; they experience several challenges, the heterogeneous class room as the most common; and, they assess that differentiated instruction has a small positive effect on the advanced students’ learning outcomes in general.
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Bursey, Wallace Dean. „Educating teachers for Ontario's multi-religious classroom : accommodating religious learners and respecting student autonomy“. Thesis, University of Glasgow, 2018. http://theses.gla.ac.uk/39047/.
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The 2015 revisions to the Ontario teacher education program were intended to give greater attention to diversity in the Ontario classroom and provide new teachers with more knowledge of the Ontario context. Using an interpretivist methodology, a careful examination of the curriculum changes undertaken by the Ontario Ministry of Education and the Ontario College of Teachers indicates that these objectives have not been met. Despite being an integral part of the identity and experience of a large number of Ontario teachers and students, religion is not one of the diversities given attention to in the revisions. This omission has revealed a gap in the Ontario teacher education curriculum in which the religious diversity component of the Ontario context is largely ignored. The gap in teacher education has also created a misunderstanding of the nature and intent of the secular classroom where, instead of being a place where all religions are given equal attention and one that fostering healthy religious conversations, it has become an environment of fear and silence, where teacher and students are unsure of how to engage it religious conversations. My research concludes that the OCT curriculum does not provide sufficient curriculum content that addresses teacher knowledge, skills and attitudes in the area of religion, nor does it provide information about religious belief systems and world views or clarify religious language and terminology. Despite the fact that teachers and parents welcome the academic, non-confessional study of religion in the classroom, the OCT and the OME have not indicated through the revisions that this is the direction in which they intend to proceed. Enacting changes to increase the amount of time required for teacher education has not prepared teachers to address the multi-religious context of the Ontario classroom or to meet the needs of religious students.