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| Why Are Accommodations Important? | |
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| Outcome Data | |
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| Secondary and Postsecondary Demographics | |
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| Universal Design Solutions | |
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| Accommodation Selection | |
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| Documentation for Accommodation Access | |
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| LD and ADHD: Myths or Facts? | |
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| Prevalence | |
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| Determining Severity | |
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| Statutes Supporting the Right to Access Accommodations | |
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| Documentation in the Secondary Setting | |
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| Documentation in the Postsecondary Setting | |
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| Questions to Consider during the Evaluation Process | |
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| Clinical Judgment | |
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| Broad and Specific Cognitive Processing | |
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| Research Evidence for LD and ADHD as Neurodevelopmental Disorders | |
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| A Process-Oriented View of Cognition | |
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| Measurement Issues Influencing Clinical Decision Making | |
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| Cognitive Ability Measures and the Assessment of LD and ADHD | |
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| Cognitive Measures Commonly Used with Adolescents and Adults | |
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| Validity of a Process-Oriented View of Cognition | |
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| Importance of Speed, Efficiency, Time, and Verbal Ability | |
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| Social, Emotional, and Behavioral Assessment and Accommodation | |
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| Risk and Resilience Model | |
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| Comorbidity | |
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| Nonverbal LD and Autism Spectrum Disorders | |
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| Assessment of Social, Emotional, and Behavioral Functioning | |
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| Effort: Just What Do the Scores Tell Us? | |
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| Accommodations and Interventions | |
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| Reading Assessment and Accommodation | |
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| Digital Learning and Work Environments | |
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| Cognitive and Linguistic Processes Influencing Reading Decoding Performance | |
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| Assessment of Reading Decoding | |
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| Reading Fluency | |
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| Accommodations for Reading Decoding and Reading Fluency Deficits | |
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| Conceptualizing the Process of Reading Comprehension | |
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| Cognitive and Linguistic Processes Influencing Reading Comprehension | |
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| Assessment of Reading Comprehension | |
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| Accommodations for Reading Comprehension Deficits | |
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| Writing Assessment and Accommodation | |
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| Multicultural and Multilingual Learning and Work Environments | |
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| Luria's Work and Accommodation Selection | |
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| Writing Tools | |
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| Assessing and Accommodating Written Expression: General Areas of Concern | |
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| Graphomotor Output (Handwriting) | |
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| Spelling | |
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| Syntax (Sentence Level) | |
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| Composition (Text Level) | |
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| Sense of Audience | |
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| Fluency | |
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| Different Symbol Systems: Mathematics, Science, and Second Languages | |
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| Mathematics | |
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| Science | |
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| Foreign Languages | |
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| Course Substitutions | |
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| Accommodations on Large-Scale Assessments | |
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| Rationales for Providing Test Accommodations | |
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| Types of Test Accommodations | |
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| Accommodations on Different Types of Large-Scale Assessments | |
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| Accommodations Allowed in Standardized Testing | |
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| Computer-Based Testing | |
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| Questions to Guide Decision Making in Test Accommodation Selection | |
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| Strategic Use of Accommodations | |
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| Test Accommodation Measurement Considerations | |
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| References | |
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| Index | |