TY - JOUR
T1 - Are we leaving our children behind? State deaf-blind coordinators' perceptions of large-scale assessment
AU - Towles-Reeves, Elizabeth
AU - Kampfer-Bohach, Stephanie
AU - Garrett, Brent
AU - Kearns, Jacqueline F.
AU - Grisham-Brown, Jennifer
PY - 2006/6
Y1 - 2006/6
N2 - 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.
AB - 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.
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U2 - 10.1177/10442073060170010401
DO - 10.1177/10442073060170010401
M3 - Article
AN - SCOPUS:33750174459
SN - 1044-2073
VL - 17
SP - 40
EP - 48
JO - Journal of Disability Policy Studies
JF - Journal of Disability Policy Studies
IS - 1
ER -