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1

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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2

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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3

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

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4

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

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5

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

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6

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

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7

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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8

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

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9

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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10

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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11

Morales, Cabral Robin, and Murry Kevin G, eds. Assessment accommodations for classroom teachers of culturally and linguistically diverse students. 2nd ed. Boston: Pearson, 2013.

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12

Thurlow, Martha L. Use of accommodations in state assessments: What databases tell us about differential levels of use and how to document the use of accommodations. Minneapolis, MN: National Center on Educational Outcomes in collaboration with Council of Chief State School Officers, 2001.

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13

W, Wood Judy, ed. Teaching students in inclusive settings: Adapting and accommodating instruction. 5th ed. Upper Saddle River, N.J: Merrill/Prentice Hall, 2006.

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14

Thurlow, Martha L. Empirical support for accommodations most often allowed in state policy. [Minneapolis, MN]: National Center on Educational Outcomes in collaboration with Council of chief State School Officers (CCSSO), 2001.

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15

Alberta. Alberta Education Response Centre. Accommodating student differences: A resource for teaching gifted and talented children. Edmonton, Alta: Alberta Education Response Centre, 1991.

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16

Colorado Commission on Higher Education. Access to success: Accommodating student enrollment demand for Colorado higher education. Denver, Colo: The Commission, 1994.

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17

T, Roach Andrew, ed. Inclusive assessment and accountability: A guide to accommodations for students with diverse needs. New York: Guilford Press, 2008.

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18

Alsted, Charlotte. Student housing survey: A report on the housing situation for students at Leeds Polytechnic - with an emphasis on the demand for residential accommodation. Leeds: The Polytechnic, 1991.

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19

1946-, Cloninger Chigee J., and Iverson Virginia Salce 1951-, eds. Choosing outcomes & accommodations for children: A guide to educational planning for students with disabilities. 3rd ed. Baltimore, Md: Paul H. Brookes Pub. Co., 2011.

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20

Giangreco, Michael F. Choosing outcomes and accommodations for children: A guide to educational planning for students with disabilities. 2nd ed. Baltimore, Md: P.H. Brookes Pub., 1998.

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21

Accommodation of students under eighteen by further education colleges: National minimum standards : inspection regulations. London: TSO, 2002.

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22

Carter, Nari. What every teacher should know about making accommodations and adaptations for students with mild to moderate disabilities. Boston: Allyn & Bacon, 2008.

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23

Berning, Ewald. Accommodation of ERASMUS-students in the member states of the European Community: Study carried out for the Commission of the European Communities. München: Bayerisches Staatsinstitut für Hochschulforschung und Hochschulplanung, 1992.

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24

Don, McMahan, ed. Accommodating and educating Somali students in Minnesota schools: A handbook for teachers and administrators. Saint Paul, Minn: Hamline University Press, 2004.

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25

National Research Council (U.S.). Committee on Participation of English Language Learners and Students with Disabilities in NAEP and Other Large-Scale Assessments. Keeping score for all: The effects of inclusion and accommodation policies on large-scale educational assessment. Edited by Koenig Judith A and Bachman Lyle F. 1944-. Washington, D.C: National Academies Press, 2004.

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26

Donato, Krystine A. Bridging the gap between post-secondary students with disabilities and faculty members with their perceptions of access and accommodation. St. Catharines, Ont: Brock University, Dept. of Child and Youth Studies, 2008.

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27

Alsted, Charlotte. A report on the housing situation for students at Leeds Polytechnic - with an emphasis on the demand for residential accommodation. Leeds: Leeds Polytechnic, 1991.

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28

Gibson, Margaret A. Accommodation without assimilation: Sikh immigrants in an American high school. Ithaca: Cornell University Press, 1988.

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29

Diane, August, McArthur Edith, and National Center for Education Statistics., eds. Proceedings of the Conference on Inclusion Guidelines and Accommodations for Limited English Proficient Students in the National Assessment of Educational Progress, December 5-6, 1994. Washington, D.C: U.S. Dept. of Education, Office of Educational Research and Improvement, 1996.

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30

August, Diane. Proceedings of the Conference on Inclusion Guidelines and Accommodations for Limited English Proficient Students in the National Assessment of Educational Progress: December 5-6, 1994, sponsored by the National Center for Education Statistics, Office of Educational Research and Improvement, U.S. Department of Education. Washington, DC: The Office, 1996.

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31

Math and Learning Disabled Student: A Practical Guide for Accommodations. Academic Success Press, 1992.

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32

1950-, Mellard Daryl F., Hoffman Lesa, and Educational Resources Information Center (U.S.), eds. Current status on accommodating students with disabilities in selected community and technical colleges: The Individual Accommodations Model : accommodating students with disabilities in post-secondary settings : a project of the University of Kansas, Center for Research on Learning, Division of Adult Studies. [Washington, DC]: U.S. Dept. of Education, Office of Educational Research and Improvement, Educational Resources Information Center, 2001.

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33

Hsu, Madeline Y. The Wartime Transformation of Student Visitors into Refugee Citizens, 1943–1955. Princeton University Press, 2017. http://dx.doi.org/10.23943/princeton/9780691164021.003.0005.

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This chapter explores how the Chinese people present in America on temporary visas as students, technical trainees, diplomats, sailors, and so forth suddenly found themselves stranded by the Communist victory in the Chinese Civil War. For instance, C.Y. Lee, the author of Flower Drum Song, was rescued from refugee status by changes in immigration laws and procedures that allowed resident Chinese in good standing to receive permanent status. On behalf of this group of elite, highly educated Chinese, the State Department and Congress made accommodations rather than force such usefully trained workers to return to a now hostile state. Lee's transformation from student to refugee and then to legal immigrant mirrors that of thousands of other Chinese intellectuals who received American assistance to remain, enter the U.S. workforce, and become citizens.
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34

Student accommodation: Social issues. British Gas, 1986.

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35

Zareva, Alla. Speech Accommodation in Student Presentations. Palgrave Pivot, 2020.

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36

McCrory Calarco, Jessica. Seeking Accommodations. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190634438.003.0005.

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Chapter 4 describes social class differences in children’s efforts to seek accommodations from teachers. Classroom rules, procedures, and expectations sometimes conflicted with students’ individual needs or desires. In those situations, middle-class children treated rules as flexible—trying to negotiate changes and exemptions. When middle-class children were caught breaking rules, they would offer excuses for their actions, and they were generally able to avoid punishment by doing so. Working-class children almost never tried to negotiate changes to or exemptions from rules, expectations, and procedures. They treated rules as fixed and adjusted their behavior accordingly. When working-class students were caught misbehaving, they rarely offered excuses; instead, they endured their punishment without complaint. Those contrasting approaches to rules and expectations also contributed to inequalities. Because teachers generally said “yes,” middle-class students had more opportunities to express their creativity, experienced less discomfort and fewer inconveniences at school, and even avoided consequences for misbehavior.
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37

Testing Accommodations for Students With Disabilities (3000). Ahssppe, 1990.

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38

Accommodations and Modifications for Students With Disabilities. Kendall Hunt Pub Co, 2003.

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39

Parker, PhD Harvey C. Adapt: Attention Deficit Accommodation Plan for Teaching - Student Planbook. Specialty Press/A.D.D. Warehouse, 2001.

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40

Testing Accommodations for Students with Disabilities: Research-Based Practice. American Psychological Association, 2014.

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41

Adaptations and Accommodations for Students with Mild to Moderate Disabilities. Allyn & Bacon, 2008.

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42

Educational Resources Information Center (U.S.), ed. Validity of accommodation for English language learners. [Washington, DC]: U.S. Dept. of Education, Office of Educational Research and Improvement, Educational Resources Information Center, 2001.

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43

Cahalan, Laitusis Cara, Cook Linda L, and Council for Exceptional Children, eds. Large-scale assessment and accommodations: What works? Arlington, Va: Council for Exceptional Chidren, 2007.

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44

M, Gelzheiser Lynn, and Educational Resources Information Center (U.S.), eds. Patterns of accommodations provided to students with disabilities in integrated classrooms. [Washington, DC]: U.S. Dept. of Education, Office of Educational Research and Improvement, Educational Resources Information Center, 1994.

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45

Assessment accommodations for classroom teachers of culturally and linguistically diverse students. 2 nd Ed. Boston: Pearson, 2013.

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46

Herrera, Socorro G., Kevin G. Murry, and Robin M. Morales-Cabral. Assessment Accommodations for Classroom Teachers of Culturally and Linguistically Diverse Students. Allyn & Bacon, 2006.

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47

Educational Resources Information Center (U.S.), ed. Accommodating students with disabilities: A guide for school teachers. [Washington, DC]: U.S. Dept. of Education, Office of Educational Research and Improvement, Educational Resources Information Center, 1996.

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48

Educational Resources Information Center (U.S.), ed. Assessment and accommodations for English language learners: Issues and recommendations. [Los Angeles, CA]: National Center for Research on Evaluation, Standards, and Student Testing, 2001.

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49

Guidelines on accommodation and facilities for postgraduate research. Troon: National Postgraduate Committee, 1995.

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50

Accommodating student differences: A resource for teaching gifted and talented children. Edmonton, Alta: Alberta Education Response Centre, 1991.

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