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

Journal of Disability Policy Studies

Volumn 17, Issue 1, 2006, Pages 40-48

  Towles Reeves, Elizabeth ^a   Kampfer Bohach, Stephanie ^a   Garrett, Brent ^a   Kearns, Jacqueline F ^a   Grisham Brown, Jennifer ^a  

^a UNIVERSITY OF KENTUCKY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 33750174459     PISSN: 10442073     EISSN: None     Source Type: Journal    
DOI: 10.1177/10442073060170010401     Document Type: Article

References (11)

1. Figlio, D. (2002, February). Aggregation and accountability. Paper presented at the meeting of Will No Child Truly Be Left Behind? The Challenges of Making this Law Work, Washington, DC.
2. Goetz, L., Guess, D., & Stremel-Campbell, K. (1987). Innovative program design for individuals with dual sensory impairments. Baltimore: Brookes.
3. Goldhaber, D. (2002, February). What might go wrong with the accountability measures of the "No Child Left Behind Act?" Paper presented at the meeting of Will No Child Truly Be Left Behind? The Challenges of Making this Law Work, Washington, DC.
4. Horvath, L., Kampfer-Bohach, S., & Kearns, J. (2005). The use of accommodations among students with deaf-blindness in large-scale assessment systems. Journal of Disability Policy Studies, 16, 177-187.
5. Kleinert, H., & Thurlow, M. (2001). An introduction to alternate assessments: Historical foundations and essential parameters. In H. Kleinert & J. Kearns (Eds.), Alternate assessment: Measuring outcomes and supports for students with disabilities (pp. 1-15). Baltimore: Brookes.
6. National Technical Assistance Consortium for Children and Young Adults Who Are Deaf-Blind (NTAC). (December, 1999). National deaf-blind child count summary December 1, 1999. Monmouth, Western Oregon University, National Technical Assistance Consortium for Children and Young Adults Who Are Deaf-Blind. Retrieved October 28, 2002, from the World Wide Web: http://www.tr.wou.edu/NTAC
7. No Child Left Behind Act of 2002, P. L. 107-110, § 115 Stat. 1425 (2002).
8. Thompson, R. P., & Freeman, C. W. (1995). A history of federal support for students with deaf-blindness. In N.G. Haring & L.T. Romer (Eds.), Welcoming students who are deaf-blind into typical classrooms: Facilitating school participation, learning, and friendships (pp. 17-35). Baltimore: Brookes.
9. Thurlow, M. L., Lazarus, S., Thompson, S., & Robey, J. (2002). 2001 state policies on assessment participation and accommodations (Synthesis Report 46). Minneapolis: University of Minnesota, National Center on Educational Outcomes. Retrieved December 3, 2002 from http://education.umn.edu/NCEO/ OnlinePubs/Synthesis46.html.
10. White, M., Garrett, B., Kearns, J., & Grisham-Brown, J. (2003). Instruction and assessment: How students with deaf-blindness fare in large-scale alternate assessments. Research and Practice for Persons with Severe Disabilities, 28(4), 205-213.
11. Ysseldyke, J. E., Olsen, K., & Thurlow, M. (1997). Issues and considerations in alternate assessments. Synthesis Report 27: NCEO.