Relevant bibliographies by topics / Student accommodations

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Student accommodations'

Author: Grafiati
Published: 25 June 2021
Last updated: 13 February 2022

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Journal articles on the topic "Student accommodations"

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Wright, Anna M., and Kevin R. Meyer. "Exploring the Relationship between Students with Accommodations and Instructor Self-Efficacy in Complying with Accommodations." Higher Learning Research Communications 7, no. 1 (June 30, 2017): 65. http://dx.doi.org/10.18870/hlrc.v7i1.367.

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<p>The willingness and flexibility of university instructors to comply with and provide accommodations for students with disabilities is critical to academic success. The authors examine how communication between students needing accommodations and university instructors impacts instructor self-efficacy, or instructors’ perception that they can meet the accommodation. Specifically, the authors’ explored the relationship between student self-disclosure of a disability and instructor empathy, flexibility, and self-efficacy in meeting student accommodation needs. Results revealed that the more a student self-discloses about a needed accommodation, the more self-efficacy an instructor has in making that accommodation. For the low-disclosure condition, empathy and flexibility were both significant predictors of self-efficacy, whereas, for the high-disclosure condition, only flexibility was a significant predictor of self-efficacy. Finally, instructors’ levels of empathy and flexibility both decreased after reading both the high and low self-disclosure scenarios.</p>
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Simpeh, Fredrick, and Winston Shakantu. "An on-campus university student accommodation model." Journal of Facilities Management 18, no. 3 (July 4, 2020): 213–29. http://dx.doi.org/10.1108/jfm-03-2020-0017.

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Purpose The purpose of this paper is to develop a model that can be used as a guide for the provision, adaptation and management of on-campus student accommodation spaces and services. Design/methodology/approach A phenomenological research strategy was used for the study. Qualitative data were collected by means of focus group discussions (FGDs) and observations. A total of ten FGDs were conducted. The student accommodations were observed to augment the information gathered through the FGDs. The data was analysed thematically. Findings The study found that students perceived some spaces and services as essential, whereas others were perceived as nonessential. Spaces including washroom, sleeping space, kitchen, laundry area and dry line, sick bay, computer area and study area, as well as services such as electricity, water, security, fire safety, internet, study furniture, health care, generators, electric fittings, ventilation, maintenance, pest control, refuse collection and cleaning were perceived as the most essential spaces and services required in student accommodations. It also became evident that apart from the spaces and services aforementioned, a student accommodation should also be provided with spaces and services that promote students’ well-being and leisure. Practical implications The model can be used as a guide by estate, facility, maintenance and hostel managers to effectively manage on-campus university student accommodation spaces and services. Moreover, the model can assist to ensure that all spaces and services perceived as essential are provided when designing, constructing or upgrading student accommodations. Originality/value Although several studies have been conducted on student accommodations, studies that mainly focused on identifying and prioritising the spaces and services required in student accommodations is lacking.
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Sprong, Matthew E., Bryan K. Dallas, Kara Hennenfent, Brianna Cerrito, and Frank Buono. "Race and Disability on Perception on Relative Fairness of Postsecondary Educational Accommodations." Journal of Applied Rehabilitation Counseling 50, no. 2 (June 1, 2019): 118–28. http://dx.doi.org/10.1891/0047-2220.50.2.118.

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The purpose of the current study was to explore how students at a Midwestern University rated the fairness of a student with a disability receiving specific educational accommodations when controlling for the race of the student requesting the accommodation. We were also interested in exploring the impact of disability status and educational level of the student participants on their perception of how fair it would be for the student with the disability in the scenario to receive specific educational accommodations. A logistic regression analysis revealed that the race of the hypothetical student with a disability was not a significant predictor of whether a student deserved educational accommodations. Additionally, participants that disclosed that they had a disability thought the student in the disability-related case scenarios were more deserving of accommodations compared to participants that did not disclose having a disability.
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Lyerly, Eric. "Student Accommodations." Disability Compliance for Higher Education 26, no. 9 (March 10, 2021): 16. http://dx.doi.org/10.1002/dhe.31042.

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Hemmingsson, Helena, and Lena Borell. "Accommodation Needs and Student-Environment Fit in Upper Secondary Schools for Students with Severe Physical Disabilities." Canadian Journal of Occupational Therapy 67, no. 3 (April 2000): 162–72. http://dx.doi.org/10.1177/000841740006700311.

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The purpose of this study was to identify, from the personal perspective of students with disability, their needs for physical and social accommodations in upper secondary schools specially adapted for students with severe physical disabilities. The study also aimed to identify those areas of student-environment fit which were most often achieved. Forty-eight students in four schools in Sweden were assessed by occupational therapists using the School Setting Interview. Forty-seven students reported needs for accommodations in the school setting. The study indicates that schools generally were able to meet the students' accommodation needs in the physical environment. The schools also met students' accommodation needs for field trips, sport activities and assistance. Student-environment fit in occupations requiring reading, remembering and speaking was unsatisfactory. Accommodations on a general, group and individual level are highlighted and discussed. The study recommends that occupational therapists become more involved and offer society their expertise in barrier removal to a greater extent.
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Kern, Lee, Allyse A. Hetrick, Beth A. Custer, and Colleen E. Commisso. "An Evaluation of IEP Accommodations for Secondary Students With Emotional and Behavioral Problems." Journal of Emotional and Behavioral Disorders 27, no. 3 (March 22, 2018): 178–92. http://dx.doi.org/10.1177/1063426618763108.

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Accommodations are intended to address student academic and behavioral deficits by reducing obstacles that impede learning and accurately measuring skills. There is limited research, however, pertaining to the types of accommodations students receive and their selection, particularly among those with emotional and behavioral problems. This is a significant concern for secondary age students who spend the majority of their day in regular education settings and must participate in high-stakes testing. We examined types of accommodations provided to 222 secondary students with emotional and behavioral problems, their use (i.e., classroom or standardized assessments), and variables related to their selection. Analyses indicated (a) students received a wide array of accommodations with some differences depending on disability type, (b) more accommodations were provided in the classroom than on standardized testing, (c) few demographic variables were associated with type or number of accommodations, and (d) with a single exception, academic and behavioral functioning did not explain type of accommodation received. The findings suggest that accommodation selection is highly imprecise and point to the critical need for further research in this area.
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Yarbrough, Amy. "The procedure in the classroom setting by which nursing faculty construct academic accommodations for undergraduate nursing students with learning disabilities: A scoping review." Journal of Nursing Education and Practice 10, no. 1 (September 29, 2019): 85. http://dx.doi.org/10.5430/jnep.v10n1p85.

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Background and objective: A scoping review was conducted to determine what is currently known about the procedure in the classroom setting by which nursing faculty construct academic accommodations for undergraduate nursing students with learning disabilities. The number of nursing students with disabilities is growing, and nursing students with identified learning disabilities require academic accommodations to facilitate their success. Effective understanding of the academic accommodation procedure by faculty is necessary to promote student success and inclusive learning environments within nursing education.Methods: The framework from Arksey and O’Malley was used to identify gaps in the literature related to the procedure in the classroom setting by which nursing faculty construct academic accommodations for students with learning disabilities.Results: The themes of faculty attitude, previously used accommodations, and lack of understanding of the procedure of accommodation implementation were derived from the literature.Conclusions: Current research fails to adequately answer the research question related to the procedure by which nursing faculty in the classroom setting construct academic accommodations for students with learning disabilities. Further research into the procedure by which faculty make academic accommodations in the nursing education classroom is needed.
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Lock, Robin H., and Carol A. Layton. "Confirming the Need for Individual Accommodations for Students with Learning Disabilities." NACADA Journal 21, no. 1-2 (March 1, 2001): 59–69. http://dx.doi.org/10.12930/0271-9517-21.1-2.59.

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College and university officials are seeking efficient methods for determining and documenting the accommodation needs of students with disabilities. Unfortunately, without information about the student's underlying intrinsic processing deficits, many educators are providing ineffective accommodation plans. Using the Learning Disabilities Diagnostic Inventory, we examined the accommodation needs of students with learning disabilities being served in a fee-for-service learning disabilities program. We found that postsecondary students with learning disabilities have a variety of intrinsic processing deficits. We document the necessity for student-specific accommodations based on processing deficits, promote student self-advocacy, and discuss the role of advisors in assisting students.
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Helwig, Robert, and Gerald Tindal. "An Experimental Analysis of Accommodation Decisions on Large-Scale Mathematics Tests." Exceptional Children 69, no. 2 (January 2003): 211–25. http://dx.doi.org/10.1177/001440290306900206.

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This article reports on an investigation of teachers and students within special education to determine the accuracy with which teachers recommend read-aloud accommodations for mathematics tests, and develop a profile of students who benefit from this type of accommodation. Students in both general (n = 973) and special education (n = 245) in elementary and middle schools from eight states were administered an accommodated and standard mathematics achievement test. Teachers were no more successful than chance at predicting which students would benefit from the accommodation. Supplementary analyses used pretest reading and mathematics achievement scores in an attempt to develop a profile of students who favored one or the other formats. The outcomes from accommodations did not necessarily match student profiles.
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Baker, Diana, and David Scanlon. "Student Perspectives on Academic Accommodations." Exceptionality 24, no. 2 (March 3, 2016): 93–108. http://dx.doi.org/10.1080/09362835.2015.1064411.

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Dissertations / Theses on the topic "Student accommodations"

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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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Books on the topic "Student accommodations"

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Nolting, Paul D. Math and the learning disabled student: A practical guide for accommodations. Pompano Beach, Fla: Academic Success Press, 1991.

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Zareva, Alla. Speech Accommodation in Student Presentations. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-37980-3.

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Test accommodations for students with disabilities. Springfield, Ill: C.C. Thomas Publishers, 1998.

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King, Warren L. Testing accommodations for students with disabilities. Columbus, Ohio: AHEAD, 1990.

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Jackson, Stacey Kurfiss. Exam accommodations reference manual. Boston: AHEAD, 2000.

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Scott Foresman science: Accommodations for special needs/inclusion students. Glenview, Ill: Scott Foresman, 2000.

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Lovett, Benjamin J., and Lawrence J. Lewandowski. Testing accommodations for students with disabilities: Research-based practice. Washington: American Psychological Association, 2015. http://dx.doi.org/10.1037/14468-000.

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IFAC Education Committee. Accommodation of candidates with disabilities. New York: International Federation of Accountants, 2001.

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Haigh, John. Accommodations, modifications, and alternates for instruction and assessment. [Minneapolis, MN: National Center on Educational Outcomes, University of Minnesota, 1999.

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G, Murry Kevin, and Cabral Robin Morales, eds. Assessment accommodations for classroom teachers of culturally and linguistically diverse students. Boston: Pearson/Allyn and Bacon, 2007.

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Book chapters on the topic "Student accommodations"

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Fanthome, Christine. "Accommodation." In The Student Life Handbook, 79–98. London: Macmillan Education UK, 2005. http://dx.doi.org/10.1007/978-0-230-80210-0_6.

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Zareva, Alla. "Collocations in Student Academic Presentations." In Speech Accommodation in Student Presentations, 69–93. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-37980-3_4.

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Zareva, Alla. "Introduction: Why Looking into Student Academic Presentations?" In Speech Accommodation in Student Presentations, 1–20. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-37980-3_1.

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Zareva, Alla. "Survey of Books and Guides on Academic Presentations." In Speech Accommodation in Student Presentations, 21–40. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-37980-3_2.

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Zareva, Alla. "Lexical Profiles of Student Academic Presentations." In Speech Accommodation in Student Presentations, 41–68. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-37980-3_3.

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Zareva, Alla. "Summary of Findings and Take-Aways." In Speech Accommodation in Student Presentations, 95–104. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-37980-3_5.

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Brown, Russell. "Student accommodation and Build to Rent." In The Housing Design Handbook, 96–113. Second edition. | New York : Routledge, 2019.: Routledge, 2018. http://dx.doi.org/10.4324/9780203704516-8.

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Royer, James M., and Jennifer Randall. "Testing accommodations for students with disabilities." In APA educational psychology handbook, Vol 3: Application to learning and teaching., 139–58. Washington: American Psychological Association, 2012. http://dx.doi.org/10.1037/13275-007.

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Ketterlin-Geller, Leanne R., and Elisa M. Jamgochian. "Instructional Adaptations: Accommodations and Modifications That Support Accessible Instruction." In Handbook of Accessible Achievement Tests for All Students, 131–46. New York, NY: Springer New York, 2011. http://dx.doi.org/10.1007/978-1-4419-9356-4_7.

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Ramsay, J. Russell. "Academic support and accommodations for postsecondary students with ADHD." In Nonmedication treatments for adult ADHD: Evaluating impact on daily functioning and well-being., 59–75. Washington: American Psychological Association, 2010. http://dx.doi.org/10.1037/12056-003.

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Conference papers on the topic "Student accommodations"

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David, Alicia. "Distance Education Accessibility and Quality Assurance." In InSITE 2009: Informing Science + IT Education Conference. Informing Science Institute, 2009. http://dx.doi.org/10.28945/3320.

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This presentation will discuss some of the current statistics regarding distance education in the United States. It will also address how student disabilities (and their associated accommodations) are and should be impacting these online course offerings. According to a recent government study, 66% of US colleges currently offer some form of for-credit distance education (National Center for Education Statistics [NCES], 2008). In 2007 more than 20% of higher education students were enrolled in at least one online course, and the 2007 online enrollments were 245% that of the online enrollment seen in 2002 (Allen & Seaman, 2008). These educational studies have revealed what most educators already knew: online education is becoming increasingly important to colleges nationwide. The number of online courses continues to increase, and larger numbers of students are taking significant portions of their coursework online. Students reporting disabilities (and requesting accommodation) have also been increasing. Eleven percent of undergraduates have reported or registered as having a disability (NCES, 2006). The 11% statistic suggests that at least 2.2% of the online student population are also students with disabilities, and that 2.2% is likely to be too low because the flexibly offered by online courses is likely to appeal to students with disabilities. Ensuring accessibility in online courses, therefore, is clearly a practical consideration. Education studies have also revealed that some schools aren’t doing all that they can or should to ensure accessibility. Schools were asked how commonly they received requests for academic accommodation. Nearly a quarter of the schools responding didn’t know whether or not requests of this type were ever received (NCES, 2008). Another study tracked how closely accessibility guidelines for online course web sites were followed. Nearly half of the schools reported only moderate to minor application of the guidelines while over one-third of the schools either didn’t follow any of the guidelines or were unaware if guidelines were being followed (NCES, 2003).
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Zagrai, Andrei N., Warren J. Ostergren, Laurie Tacheny Borden, and Scott Zeman. "Improving Competitiveness of Engineering Students With Disabilities Through Focused Learning." In ASME 2016 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2016. http://dx.doi.org/10.1115/imece2016-67982.

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On many university campuses, students with disabilities form a noticeable group of the student population. Over the past years, enrollment of students with disabilities has markedly increased and this trend is expected to continue in the future. Although students with disabilities often prefer to major in non-technical areas, a considerable number of them choose to seek career opportunities in science, engineering and technology. The majority of prior studies on educating special engineering and STEM students have been oriented towards students with physical disabilities. A balanced approach is advocated in which individual aspects of the disability are given a special consideration and learning strategies and the environment are tailored in accordance with student’s needs. Such adjustments are critical in accommodating students with a wide spectrum of disabilities. The aim of this paper is to consider various aspects of engineering education that may improve the competitiveness of engineering students with disabilities when they enter the professional workforce.
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Pelleriti, Margherita. "Dyslexic students: from language learning to language testing." In Fourth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.8231.

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This paper will focus on the delicate issue of assessing the language proficiency of dyslexic students in a foreign language, namely English. These learners are usually considered a sub-group of test takers because of their specific learning differences. An overview of dyslexia will be presented, shedding light on the difficulties encountered by dyslexic students during their learning process. Some of the accommodations used during the learning process will be illustrated, along with the accommodations and/or modifications allowed during language testing. Attention will also be paid to fairness and validity represented by accommodations. Moreover, the special requirements allowed by international examination boards during their high-stakes tests will be analysed. Finally, this paper will illustrate what the Italian Law takes into account for dyslexic students and how it is applied at the University of Modena and Reggio Emilia, Italy.Keywords: dyslexia; SpLDs; language testing; learning differences; accommodations; testing validity.
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Gardner, Daniel J. "ACCOMMODATIONS FOR VISUALLY IMPARED STUDENTS IN GEOLOGY LAB." In GSA Annual Meeting in Denver, Colorado, USA - 2016. Geological Society of America, 2016. http://dx.doi.org/10.1130/abs/2016am-282939.

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Tucker, Craig, and Robert D. Brown. "Vehicle Design, Simplifying the CAD Process." In ASME 2005 International Mechanical Engineering Congress and Exposition. ASMEDC, 2005. http://dx.doi.org/10.1115/imece2005-80747.

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It is a feature of several courses that students undertake a military vehicle design and costing exercise. Many of the students do not have engineering or technical backgrounds and are unfamiliar with conventional engineering techniques of graphical representation. Learning a complex CAD package solely for this exercise is inappropriate, it would require considerable time to be found in the timetable and it is highly unlikely that the student would use this skill again. As a result Cranfield University has developed a user friendly design package which allows the students to design and build their vehicle by selecting suitable vehicle components from a drop down menu and arranging them on the workspace. In summary, this design package has greatly reduced the design time. It has helped students to appreciate the problems related to accommodating major subassemblies and their packaging and has allowed compromises and trade-offs to be understood and addressed rapidly.
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Vaľko, Lukáš, Martina Jantová, and Eva Smolková. "HOW DID COVID-19 RESHAPE THE ACCOMMODATION PREFERENCES AMONG TOURISTS." In 17th International Bata Conference for Ph.D. Students and Young Researchers. Tomas Bata University in Zlín, 2021. http://dx.doi.org/10.7441/dokbat.2021.51.

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Hidayat, Sarif. "The Communication Accommodation Among Bima Students in Mataram." In 1st Annual Conference on Education and Social Sciences (ACCESS 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200827.083.

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Cui, Jianye, Taoyi Qi, Yingwei Zhu, Kang Xie, and Xiang Ma. "Modeling and Control of Multiple Flexible Loads in Demand Response Considering Renewable Energy Accommodation." In 2020 IEEE Student Conference on Electric Machines and Systems (SCEMS). IEEE, 2020. http://dx.doi.org/10.1109/scems48876.2020.9352304.

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"Temporal Patterns in Student-Advisor Instant Messaging Exchanges: Individual Variation and Accommodation." In 2009 42nd Hawaii International Conference on System Sciences. IEEE, 2009. http://dx.doi.org/10.1109/hicss.2009.420.

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Yang, Rebecca J., and Andrew Carre. "Design, Simulation, and Assessment of BIPV: A Student Accommodation Building in Australia." In International Conference on Sustainable Infrastructure 2017. Reston, VA: American Society of Civil Engineers, 2017. http://dx.doi.org/10.1061/9780784481219.017.

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