Are We Leaving Our Children Behind
State Deaf-Blind Coordinators' Perceptions of Large-Scale Assessment
Bibliographic Data
| ID | 12364624 |
|---|---|
| Authors | Elizabeth Towles-Reeves (University of Kentucky, corresponding author), Stephanie Kampfer-Bohach (University of Kentucky), Brent Garrett (University of Kentucky), Jacqueline Farmer Kearns (University of Kentucky), Jennifer Grisham-Brown (University of Kentucky) |
| Year | 2006 |
| Volume | 17 |
| Issue | 1 |
| Pages | 40-48 |
| Publication date | 2006-06-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Journal of Disability Policy Studies (JOURNAL) |
| Journal identifiers | ISSN: 1044-2073 • E-ISSN: 1538-4802 |
| Publisher | SAGE Publishing (PUBLISHER • US) |
| DOI | 10.1177/10442073060170010401 |
| OpenAlex | W2066638725 |
| Language | DE |
| References cited | 2 |
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 expertise in the development and implementation of state general and alternate large-scale assessments. If the NCLB Act (2002) is to achieve its policy goal of improving the academic performance of all students, greater attention must be paid to subgroups of students, such as those with deaf-blindness
Accountability · Audiology · Blindness · Deaf blind · Geography · Medical education · No child left behind · Pedagogy · Political science · Scale (ratio · State (computer science · Computer Science · Disability Education and Employment · Medicine · Psychology · Optometry
| Highly cited | No |
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