Resumen
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.
| Idioma original | English |
|---|---|
| Páginas (desde-hasta) | 205-213 |
| Número de páginas | 9 |
| Publicación | Research and Practice for Persons with Severe Disabilities |
| Volumen | 28 |
| N.º | 4 |
| DOI | |
| Estado | Published - 2003 |
ODS de las Naciones Unidas
Este resultado contribuye a los siguientes Objetivos de Desarrollo Sostenible
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Good health and well being
ASJC Scopus subject areas
- Social Psychology
- General Health Professions
- Public Health, Environmental and Occupational Health
Huella
Profundice en los temas de investigación de 'Instruction and Assessment: How Students With Deaf-Blindness Fare in Large-Scale Alternate Assessments'. En conjunto forman una huella única.Citar esto
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