Jacqueline Farmer Kearns
Biographic Data
| ID | 6607838 |
|---|---|
| NAME | Jacqueline Farmer Kearns |
| GIVEN NAMES | Jacqueline Farmer |
| FAMILY NAME | Kearns |
| SIGNATURE | KEARNS J F |
| AFFILIATIONS | University of Kentucky |
| VERIFIED | No |
| TOTAL WORKS | 2 |
| TOTAL CITATIONS | 2 |
| WORKS AS AUTHOR | 2 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2005 |
| LATEST PUBLICATION YEAR | 2006 |
| H-INDEX | 1 |
Are We Leaving Our Children Behind
Researchers surveyed 52 deaf-blind coordinators to gain an understanding of their knowledge and involvement with their respective states' large-scale assessment systems in regard to students with deaf-blindness. Findings revealed (a) uncertainty by state deaf-blind coordinators regarding how well students with deaf-blindness fare in large-scale assessment systems and (b) that deaf-blind coordinators have had minimal opportunity to utilize their e…
The Use of Accommodations Among Students with Deafblindness in Large-Scale Assessment Systems
The provision of accommodations for students with disabilities is mandated by amendments to the Individuals with Disabilities Education Act (IDEA; 1997) and the No Child Left Behind Act (NCLB; 2002); and as states are moving to adapt their assessment practices to include all students, it is essential that appropriate accommodations be determined. Implementing the appropriate accommodations serves to maximize the student's performance, while also …
The Use of Accommodations Among Students with Deafblindness in Large-Scale Assessment Systems
The provision of accommodations for students with disabilities is mandated by amendments to the Individuals with Disabilities Education Act (IDEA; 1997) and the No Child Left Behind Act (NCLB; 2002); and as states are moving to adapt their assessment practices to include all students, it is essential that appropriate accommodations be determined. Implementing the appropriate accommodations serves to maximize the student's performance, while also …
The Use of Accommodations Among Students with Deafblindness in Large-Scale Assessment Systems
The provision of accommodations for students with disabilities is mandated by amendments to the Individuals with Disabilities Education Act (IDEA; 1997) and the No Child Left Behind Act (NCLB; 2002); and as states are moving to adapt their assessment practices to include all students, it is essential that appropriate accommodations be determined. Implementing the appropriate accommodations serves to maximize the student's performance, while also …
Are We Leaving Our Children Behind
Researchers surveyed 52 deaf-blind coordinators to gain an understanding of their knowledge and involvement with their respective states' large-scale assessment systems in regard to students with deaf-blindness. Findings revealed (a) uncertainty by state deaf-blind coordinators regarding how well students with deaf-blindness fare in large-scale assessment systems and (b) that deaf-blind coordinators have had minimal opportunity to utilize their e…
Accountability (2 works) · Disability Education and Employment (2 works) · Medical education (2 works) · Medicine (2 works) · No child left behind (2 works) · Pedagogy (2 works) · Political science (2 works) · Psychology (2 works) · Scale (ratio (2 works) · Assistive Technology in Communication and Mobility (1 work)