Are we leaving our children behind? State deaf-blind coordinators' perceptions of large-scale assessment

Elizabeth Towles-Reeves, Stephanie Kampfer-Bohach, Brent Garrett, Jacqueline F. Kearns, Jennifer Grisham-Brown

Research output: Contribution to journalArticlepeer-review

4 Scopus citations

Abstract

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.

Original languageEnglish
Pages (from-to)40-48
Number of pages9
JournalJournal of Disability Policy Studies
Volume17
Issue number1
DOIs
StatePublished - Jun 2006

ASJC Scopus subject areas

  • Health(social science)
  • Law

Fingerprint

Dive into the research topics of 'Are we leaving our children behind? State deaf-blind coordinators' perceptions of large-scale assessment'. Together they form a unique fingerprint.

Cite this