Instruction and Assessment: How Students with Deaf-Blindness Fare in Large-Scale Alternate Assessments

The purpose of this article is to report the results from a study examining the relationship between educational experiences for students with deaf-blindness and large-scale alternate assessment outcomes. Individualized education plans (IEPs) and instructional practices for 24 students were observed...

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Bibliographic Details
Published inResearch and practice for persons with severe disabilities Vol. 28; no. 4; pp. 205 - 213
Main Authors White, Maria Thomas, Garrett, Brent, Kearns, Jacqueline Farmer, Grisham-Brown, Jennifer
Format Journal Article
LanguageEnglish
Published Los Angeles, CA SAGE Publications 01.12.2003
Subjects
program quality indicators
IEPs
Deaf-blind
alternate assessment
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Summary:The purpose of this article is to report the results from a study examining the relationship between educational experiences for students with deaf-blindness and large-scale alternate assessment outcomes. Individualized education plans (IEPs) and instructional practices for 24 students were observed for indicators of best practices for students with deaf-blindness and severe cognitive disabilities. Results indicate that students who had greater opportunities for developing communication and social skills also had better outcomes on a statewide large-scale assessment, yet there was no relationship between assessment outcomes and the quality of a student's IEP or overall instructional programming.
ISSN:1540-7969
2169-2408
DOI:10.2511/rpsd.28.4.205