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 |
|---|---|
| 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 |
UN SDGs
This output contributes to the following UN Sustainable Development Goals (SDGs)
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SDG 3 Good Health and Well-being
Keywords
- Alternate assessment
- Deaf-blind
- IEPs
- Program quality indicators
ASJC Scopus subject areas
- Social Psychology
- General Health Professions
- Public Health, Environmental and Occupational Health
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