Abstract
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.
Original language | English |
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Pages (from-to) | 205-213 |
Number of pages | 9 |
Journal | Research and Practice for Persons with Severe Disabilities |
Volume | 28 |
Issue number | 4 |
DOIs | |
State | Published - 2003 |
Keywords
- Alternate assessment
- Deaf-blind
- IEPs
- Program quality indicators
ASJC Scopus subject areas
- Social Psychology
- General Health Professions
- Public Health, Environmental and Occupational Health